i 


wy>-( 


PILOT  BOOK 


FOR 


iENTENCE  AND  THEME 


By 
C.  H.  WARD,  M.A. 

THE  TAFT  SCHOOL,  WATERTOWN,  CONNECTICUT 

AUTHOR  OF  "what  IS  ENGLISH?" 

MEMBER  OF  THE  NATIONAL  COMMITTEE  ON  ECONOMY  OF  TIMB 


**A  pilot  is  a  person  possessing 
local     knowledge     of     shallows, 
rocks,  currents,   channels,  etc.*' 
— Century  Dictionary. 


PRICE,  FIFTY  CENTS 


SCOTT,  FORESMAN  AND  COMPANY 
CHICAGO  ^EW  YORK 


DRAMATIZATION 

SELECTIONS  FROM  ENGUSH  CLASSICS 
ADAPTED     IN      DRAMATIC     FORM 

SARAH  E.  SIMONS 

Head  of  the  Department  of  Enelish, 
High  Schools,  Washington,  D,  C- 

CLEM  IRWIN  ORR 

Instructor  in  English  in  the  Central  High  Schcol, 
Washington,  D.  C. 

Pamphlets  for  the  Pupils  (Dramatization 
Selections  Only) 

First  Year  High  School,  paper,  88  pages  $0.25 
Second  Year  High  School,  paper,  90  pages  .25 
Third  Year  High  School,  paper,  87  pages  .25 

Fourth  Year  High  School,  paper^  95  pages        .25 

Manual  for  the  Teacher  (Cloth,  406  pages  $2.00) 

This  series  is  planned  to  give  practical  suggestions 
for  the  dramatization  of  high  school  classics.  One  of 
the  most  successful  of  all  devices  for  vitalizing  the  work 
of  the  Elnglish  class. 

The  selections  are  those  familiar  to  students  in  the 
secondary  schools.  The  dramatic  illustrations  offered  are 
type  studies  and  are  intended  as  a  working  basis  for  teachers 
and  pupils  in  developing  similar  exercises. 

WHAT  IS  ENGLISH? 

A  Book  of  Strategy  for  English  Teachers 

Cloth.     25S  Pages.      $U0 
By  C.  H.  WARD 

Master  in  English.  The  Taft  School 
Watertown.  Conn. 

A  thousand  and  one  suggestions  on  difHcuItiee 
encountered  in  everyday  class  work.  It  is  not  a 
bundle  of  fine-spun  philosophy — though  the  under- 
lying theory  is  thoroughly  sound.  An  orderly  tr^^- 
ment  of  the  more  important  problems  of  teaching 
English,  set  forth  in  a  style  that  is  refrerhing  and 
altogether  delightful. 


PILOT  BOOK 


FOR 


SENTENCE  AND   THEME 


By 

C.  H.  WARD,  M.A. 

THE  TAFT  SCHOOL,  WATERTOWN.  CONNECTICDT 

AUTHOR  OF  "what  IS  ENGLISH?" 

MEMBER  OF  THE  NATIONAL  COMMITTEE  ON  ECONOMY  OF  TIMB 


**A  pilot  IS  a  person  possessing 
local     knowledge     of     shallows, 
rocks,   currents,   channels,  etc." 
— Century  Dictionary, 


SCOTT,  FORESMAN  AND  COMPANY 
CHICAGO  NEW  YORK 


Copyright  1918  by 
Scott,  Foresman  and  Company 


HOW  TO  SHORTEN  A  COURSE 

IN 

SENTENCE  AND  THEME 


Some  teachers  whose  time  is  very  limited  wish  to  know 
the  best  ways  of  abbreviating  a  course  in  Sentence  and  Theme. 
Omission  and  contraction  are  dangerous  because,  as  in  all 
education,  work  half  done  may  not  be  done  at  all.  But  the 
following  list  indicates  (approximately  in  order  of  less  impor- 
tance for  teaching  rudiments)  the  lessons  which  may  be 
omitted  in  schools  that  have  to  sacrifice  thoroughness  to  speed : 
1.  Lessons  30,  32,  33  (infinitives)  ;  see  comment  on  Lessons  29 
and  32  in  the  Pilot  Book.  2.  Lesson  29  (infinitives)  and  Les- 
son 34  (difficult  gerunds).  3.  Lesson  19  (address  and  excla- 
mation). 4.  Merely  call  attention  emphatically  to  Lessons  11 
(compound  adjectives)  and  31  (possessives).  5.  Lesson  15 
(less  common  prepositions).  6.  Lesson  21  (two  accusatives). 
7.  Lesson  26  (participles).  8.  Lesson  46  (interrogatives).  9. 
Lesson  69  (it).  10.  Lesson  77  (marks  as  servants).  11.  Les- 
sons 40  and  68  (ellipses).  12.  Lessons  74  (parentheses)  and 
76  (dashes).  13.  Reduce  the  time  spent  upon  sentence  anal- 
ysis by  omitting  Lessons  57,  58,  61.  14.  Lesson  17  (phrases). 
15.  Lesson  42  (relatives).  16.  Most  of  the  themes.  17.  The 
lessons  that  deal  with  elementary  rhetoric :  4,  24,  36,  48,  66,  72. 
18.  It  is  a  temptation  for  a  teacher  to  reduce  the  time  spent 
on  ''restrictive  and  non-restrictive,"  since  this  is  more  diffi- 
cult and  less  important  than  some  other  subjects.  But  it  is  an 
important  subject  and  can  be  well  taught  only  by  thorough- 
ness. If  it  can  be  postponed  to  the  next  year  (as  it  is  in  some 
schools),  teachers  can  omit  or  bear  lightly  on  Lessons  27,  28, 
38,  43,  44,  53  (and  possibly  51  and  52).  19.  Omit  the  exer- 
cises for  Lessons  1,  3,  49,  70,  and  for  the  lessons  indicated 
above.  20.  Assign  only  half  of  the  exercise  material  that  is 
given  in  the  lessons  which  are  studied. 

1 

462225 


THE  SCOPE  AND  PURPOSE 

OF  THE 

PILOT  BOOK. 

The  original  Pilot  Book  was  intended  to  be  merely  a  discus- 
sion of  reasons  and  methods.  After  consultation  with  teachers 
had  shown  that  many  of  them  would  welcome  comment  on  the 
punctuation  exercises,  a  complete  key  to  the  *' Leaves"  was 
added  in  a  second  edition  of  the  Pilot  Book.  Much  correspond- 
ence with  users  of  Sentence  and  Theme  has  proved  the  desir- 
ability of  a  key  to  all  the  grammar  exercises,  which  is  now  pro- 
vided in  a  third  edition.  The  desire  for  this  sort  of  reference- 
book  has  been  most  often  expressed  by  keen-minded  teachers  of 
experience;  they  best  realize  how  the  simplest  exercise  may 
furnish  the  most  unexpected  puzzle,  and  how  the  ablest  teacher 
may  often  save  time  by  the  use  of  the  mechanical  aids  in  a 
manual.  The  writer  will  welcome  corrections  and  suggestions 
for  improvement. 


PILOT  BOOK 


FOR 


SENTENCE  AND  THEME 


GETTING  OUR  BEARINGS 

Sentence  and  Theme  is  one  of  countless  indications  that 
America's  happy-go-lucky  days  are  over.  We  have  learned 
that  laxity  and  heedless  sentimentality  are  great  national 
perils.  With  the  impulse  that  drives  us  toward  national  vigor 
this  book  must  accord,  or  be  annihilated.  A  text-maker  is 
no  longer  a  theorizer  to  be  regarded  with  indulgence  if  he 
means  well;  he  must  henceforth — like  every  laborer — help  in 
the  common  cause  of  augmenting  national  vigor.  It  is  not 
that  more  exacting  standards  of  life  oblige  him  to  think  of 
*' efficiency,"  but  that  increasingly  with  the  years — of  peace 
even  more  than  of  war — we  must  study  to  be  strong,  must 
cultivate  vigor  of  mind  if  we  are  to  retain  the  privilege  of 
democracy. 

Mental  sturdiness  has  not  been  the  burden  of  recent  texts 
in  composition.  We  have  listened  to  a  symphony  of  * '  artistry ' ' 
and  "skill,"  supposing  with  kindly  carelessness  that  if  only 
our  eyes  were  directed  at  "the  large  and  ultimate  aims,"  all 
lesser  virtues  would  take  care  of  themselves.  The  hideous 
illiteracy  fostered  by  this  genial  hope  has  until  recently  been 
a  veiled  subject.  *  *  Oh,  we  think  conditions  are  not  so  bad, ' ' 
has  been  a  customary  reply  to  warnings  against  the  peril  that 
infects  us.  "Our  children  are  probably  about  as  literate  as 
French  pupils,"  was  the  guess  of  an  eminent  writer  on  the 
pedagogy  of  English  only  fourteen  years  ago.  But  the  truth 
may  now  be  seen  in  all  its  grimness  by  anyone  who  will  read 
Prof.  R.  W.  Brown's  How  the  French  Boy  Learns  to  Write. 
His  simple  test  shows  that  our  pupils  writing  our  language 
are  eighteen  times  more  illiterate  than  French  pupils  writing 
our  language.     The  colleges  of  his  state  discover  that  the 

3 


4  PILOT  BOOK  FOR 

published  standards  for  the  sixth  grade  are  higher  than  the 
achievement  of  entering  college  freshmen,  more  than  one-third 
of  whom  cannot  distinguish  between  a  phrase  and  a  sentence. 
The  University  of  Illinois  has  taught  a  large  proportion  of 
its  freshmen  sixth-grade  rudiments ;  Wisconsin  has  had  to  do 
the  same ;  Minnesota  and  Michigan  have  testified  their  despair ; 
Williams  has  taught  freshmen  the  rudiments  of  punctuation; 
and  Dartmouth  has  received  certificated  candidates  who  do 
not  know  the  beginnings  of  composition.  If  this  has  been  the 
condition  of  that  part  of  high-school  graduates  who  go  to 
college,  what  must  have  been  the  truth  about  the  rest  f 

Only  a  small  part  of  the  blame  can  be  laid  upon  us  teachers ; 
we  have  done  about  what  our  easy-going  society  demanded. 
Those  '* ultimate  aims"  have  caused  our  weakness;  now  we 
have  a  revelation  of  the  humble  and  essential  duties  from 
which  we  can  never  be  exempt  henceforth.  High  schools  have 
already  perceived  that  slouching  sentences,  myopic  spelling, 
and  ataxic  commas  are  in  a  very  real  and  practical  sense  a 
cause  of  national  weakness;  our  pretty  theory  of  ^'artistry 
first ' '  stands  revealed  as  a  peril  of  democracy. 

Of  course  we  are  not  going  to  abandon  attempts  at  simple 
artistry,  any  more  than  we  have  cast  aside  our  belief  in  good 
will  toward  men.  Our  work  in  the  coming  years  will  be  more 
beautiful  because  it  will  be  more  in  accord  with  reality.  We 
shall  continue  to  aim — this  book  aims — as  high  as  ever.  But 
just  as  we  have  been  wakened  to  see  that  democracy  can  be 
permanent  only  after  we  have  learned  the  value  of  corn  and 
the  nobility  of  conscription,  so  in  composition  we  now  realize 
that  beauty  can  come  only  after  we  have  learned  the  value  of 
semicolons  and  the  nobility  of  a  good  sentence. 

Though  we  are  just  opening  our  eyes  to  this  reality,  it  has 
long  been  patent  to  French  teachers  of  the  mother-tongue. 
''The  prevailing  ideal,"  says  Professor  Brown,  ''is  not  to 
make  a  great  body  of  literary  writers,  but  to  enable  boys  to 
record  their  feelings  with  accuracy  and  honesty,  and  to  feel 
the  importance  of  putting  everything  into  good  form.  .  .  . 
French  teachers  do  not  busy  themselves  with  lessons  in  literary 
millinery  or  any  other  kind  of  artificial  decoration.  In  the 
early  grades  the  matters  to  receive  chief  attention  are  ordinary 
accuracy  and  conventional  correctness.  ...  In  the  upper 
grades  one  finds  comparatively  few  mechanical  faults.     .     .     . 


SENTiUNCE  AND  THEME  5 

The  spirit  of  the  school  fosters  care  and  accuracy.  ...  In 
cases  where  the  inevitable  poor  pupil  risks  violating  custom  by 
handing  in  'sloppy'  ivork,  the  teacher  is  likely  to  regard  his 
action  as  a  personal  insult. "  As  to  grammar  the  Instructions 
say :  *  *  French  is  a  living  language  which  is  known  poorly  if 
it  is  learned  by  usage.  The  study  of  grammar  is  then  a  neces- 
sity. .  .  .  The  chief  aim  is  a  mastery  of  the  tools  of  every- 
day expression."  And  French  teachers  have  been  unwilling 
to  limit  themselves  to  a  brief  syllabus  of  correct  idioms,  but 
profess  faith  in  ' '  a  deep-seated,  long-established  knowledge  of 
sentence  elements. ' '  This  knowledge  is  imparted  as  an  aid  in 
the  making  of  good  sentences.  Of  the  importance  of  sentences 
French  teachers  testify :  *  *  If  a  boy  has  anything  to  say,  his 
ability  to  say  it  well  must  depend  in  large  measure  upon  his 
skill  in  handling  the  sentence. ' '  All  the  humble  rudiments  are 
painstakingly  taught  by  the  nation  that  achieves  the  highest 
average  of  excellence  in  school  composition.  They  are  taught 
as  a  fundament  without  which  any  superstructure  is  a  sham. 
Even  spelling  is  made  a  subject  for  ''a  well-developed  con- 
science " !  In  proportion  as  we  develop  such  a  conscience  and 
devote  ourselves  to  building  honest  foundations,  we  teachers  of 
English  shall  do  our  bit  toward  making  democracy  secure. 

The  rapidity  with  which  we  have  waked  to  this  reality — 
waked  out  of  our  old  dream  of  '^ fluency  first" — is  astonishing. 
In  1910  the  great  majority  of  schools  would  have  hesitated  to 
say  amen  to  the  motto  ''accuracy  first."  Those  words  would 
have  had  a  horrific  sound.  But  in  1917  the  writer  took  a 
straw  vote.  To  a  special  list  of  high  schools,  advertised  as 
using  a  ' '  fluency  first ' '  text,  was  addressed  the  query, ' '  Do  you 
believe  in  fluency  first?"  Only  7  replies  were  affirmative;  11 
were  neutral;  35  declared  flatly  for  "accuracy  first."  If 
this  little  ballot  (made  by  voters  selected  for  their  presumed 
friendliness  to  "fluency  first")  shows  only  13  per  cent  in  favor 
of  that  method,  and  if  there  are  over  14,000  high  schools  in 
the  country,  it  is  not  impossible  that  10,000  believe  in  ' '  accu- 
racy first. ' ' 

This  belief  now  echoed  everywhere  by  so  many  earnest 
teachers  is  well  epitomized  by  Professor  Pence  of  De  Pauw 
University :  "I  cannot  see  how  any  teacher — college  or  high 
school — for  one  minute  can  put  anything  above  accuracy.  For 
it  stands  to  reason  that  fluency  without  accuracy  is  worthless ; 


6  PILOT  BOOK  FOR 

but  accuracy  without  fluency  may  be  worth  a  great  deal.  I 
believe  so  firmly  in  accuracy  first  that  this  is  my  doctrine, 
not  only  in  the  freshman  classes,  but  even  in  my  seminar 
course  for  seniors  and  graduate  students.  ■  .  .  .  My  expe- 
rience is  that  a  *  clean'  writer — by  this  I  mean  being  accurate 
in  the  use  of  the  sentence,  in  spelling,  in  punctuation,  etc. — 
is  almost  invariably  the  clean  thinker,  and  that  the  converse  is 
also  true.  There  are  exceptions,  to  be  sure,  but  I  would  much 
rather  provide  for  the  99  per  cent  of  my  classes  than  for  the 
exceptional  1  per  cent."  A  similar  profession  of  faith  has 
been  published  from,  the  universities  of  Illinois,  Wisconsin, 
and  Minnesota;  and  is  doubtless  held  by  every  body  of  expe- 
rienced college  instructors  in  the  country.  It  must  be  even 
more  true  of  secondary  composition. 

Sentence  and  Theme  is  an  effort  to  train  high-school  pupils 
in  accordance  with  this  American  ideal — this  ideal,  also,  of  the 
woHd  's  most  literary  nation,  France. 

SPELLING 

The  first  three  lessons  are  devoted  to  spelling.  Thereafter 
a  list  of  specially  emphasized  common  forms  is  placed  at  the 
end  of  most  of  the  lessons  through  49 ;  and  there  are  reviews 
at  intervals,  providing  for  a  second  recitation  on  every  word, 
through  62.  One  review  is  insufficient;  the  words  should  be 
studied  in  short  assignments  once  or  even  three  times  more ; 
the  grading  of  tests  should  increase  in  strictness. 

A  few  words  (especially  some  proper  names)  that  are 
found  commonly  misspelled  in  any  particular  school  should  be 
added  to  these  lists. 

There  is  no  nee4  to  explain  here  why  these  few  hundred 
words  require  such  strong  and  repeated  emphasis;  for  ex- 
perienced teachers  all  understand,  and  the  inexperienced  could 
not  be  convinced  by  mere  cold  type.  Suffice  it  to  say  that  any 
high -school  freshman  who  habitually  spells  all  these  words 
correctly  when  his  attention  is  directed  at  composing  ideas  is 
exceptional ;  any  one  who  can  be  trained  to  do  that  in  one  year 
will  exhibit  only  random  and  unimportant  misspellings  of 
other  words ;  and  those  who  cannot  acquire  that  much  knowl- 
edge ought  not  to  squander  their  time  on  hit-or-miss  lists  of 
several  thousand  words.  Spelling  troubles  are  deep-seated ;  a 
scattering  attack  along  the  whole  broad  surface  will  accomplish 


SENTENCE  AND  THEME  'J 

nothing.  Our  spelling  problem  is  hardly  a  question  of  teach- 
ing. In  the  present  condition  of  education  pupils  are  allowed 
to  form  wrong  habits,  to  persist  in  these  habits  for  years,  and 
to  fix  them  almost  ineradicably  before  they  enter  high  school. 
Our  work  is  mostly  unteaching — and  getting  rid  of  habits  is 
heart-breaking  work.  This  failure  in  the  grades  may  be 
remedied  within  a  decade — is  already  being  attended  to  by 
some  earnest  superintendents ;  but  the  result  of  their  labors  is 
not  yet  apparent  in  the  secondary  schools.  Wlien  these  few 
hundred  '  *  demons ' '  are  thoroughly  attended  to  in  the  grades, 
the  spelling  sections  of  Sentence  and  Theme  will  be  antiquated. 
They  were  almost  a  novelty  when  the  book  was  written. 

It  is  the  writer's  conviction  that  spelling  tests  are  much 
more  effective  if  sentences  are  dictated.  The  ability  to  spell  a 
list  of  words  may  not  be  any  evidence  that  a  pupil  has  acquired 
the  power  of  spelling  in  his  composition.  Some  overburdened 
teachers  may  not  have  time  for  correcting  sentences  (which 
require  more  time  than  a  list),  but  that  they  are  more  effica- 
cious is  indubitable. 

The  recitation-plan  expected  in  Sentence  and  Theme  re- 
quires devoting  the  first  five  or  ten  minutes  to  dictating  several 
sentences,  each  containing  four  or  five  of  the  words  in  the 
day 's  lesson.  The  effort  to  pack  more  words  than  that  into  one 
sentence  is  likely  to  result  in  unusual  matter  or  strained  phras- 
ing or  abnormal  association  of  ideas.  Sentences  should  be 
natural.  This  dictation  can  be  made  to  help  fix  right  habits 
of  diction,  sentence-form,  and  punctuation. 

It  is  supposed  that  the  teacher  will  collect  the  papers  and 
proceed  with  the  other  part  of  the  lesson.  Misspellings  will  be 
marked  with  a  simple  check  or  line,  and  all  imperfect  papers 
will  be  returned  the  following  day  for  correction.  It  is  not 
possible  to  suggest  any  scale  of  marking  that  is  generally 
applicable :  local  standards  and  conditions  vary  so  widely. 
But  the  grading  should  be  strict.  Easy  marking  quite  misleads 
the  pupil  as  to  the  seriousness  of  one  misspelling.  In  the  first 
lesson,  for  instance,  the  words  are  so  simple  and  familiar  that 
two  misspellings  really  signifies  a  zero  of  achievement.  In 
later  lessons  it  is  lenient  to  consider  that  a  paper  with  five 
misspellings  is  worth  anything ;  it  should  probably  be  marked 
/:ero  for  four  or  for  three  errors.  Leniency  will  be  failure; 
strictness  will  be  kindly  efficiency.    In  later  lessons  it  will  he 


8  PILOT  BOOK  FOR 

well  to  distinguish  degrees  of  error:  suspitious,  when  the 
word  is  given  out  for  the  first  time,  is  a  slight  matter,  because 
the  c  was  not  emphasized ;  but  suspicius  violates  the  invariable 
rule  that  was  delated  upon ;  little  should  be  deducted — perhaps 
nothing — for  misspelling  words  that  were  not  in  the  lesson  or 
that  were  not  put  upon  the  board  to  be  copied. 

The  commonest  and  most  recommended  device  for  correct- 
ing is  to  require  each  pupil  to  enter  the  words  (preferably  the 
whole  sentences)  in  his  book  kept  for  the  purpose,  and  then 
to  require  from  time  to  time  the  rewriting  of  these  words  that 
are  his  special  weakness.  The  writer  cannot  testify  about  this 
method,  because  in  his  own  work  he  has  been  able  to  get  results 
by  severe  marking  on  themes ;  but  he  has  no  doubt  of  the  value 
of  the  individual 's  book.  If  this  device  is  not  employed,  there 
should  be  some  kind  of  penalizing  work  required — say  writing 
out  the  sentences  a  number  of  times.  If  only  the  rewriting  of 
the  separate  words  is  required,  they  should  be  in  this  arrange- 
ment :  a  list  of  the  correct  forms,  another  list  of  correct  forms, 
and  so  on.  "Writing  down  one  word  fifty  times  seems  to  make 
no  impression  on  the  brain-cell  that  we  are  trying  to  reach; 
going  back  after  an  interval  of  other  activities  makes  some 
impression. 

The  most  effective  time  for  driving  home  spelling  is  just 
after  the  papers  are  returned  to  the  class.  At  that  moment 
the  minds  are  more  alert  and  interested.  What  needs  emphasis 
at  this  time  is  not  the  unusual  singeing,  but  the  everlastingly 
common  stopped.  Exhibiting  a  wrong  form  is  always  con- 
ducive to  confusion;  after  long  years  of  unsympathetically 
causing  trouble  for  puzzled  young  brains,  the  writer  unhesita- 
tingly asserts  that  putting  an  erroneous  form  on  the  board 
for  comment,  or  even  speaking  the  wrong  letters,  is  mistaken 
practice.  At  the  risk  of  appearing  dogmatic  he  will  further 
assert  that  lose  and  all  right  should  never  be  shown  for 
emphasis  in  connection  with  loose  and  already;  lose  is  helped 
by  move  and  prove,  all  right  by  all  wrong.  Similar  correct 
forms  corroborate  each  other. 

BY   GEAMMAR  TO   PUNCTUATION 

France  believes  that  the  ability  to  compose  well  ''must 
depend  in  large  measure  upon  skill  in  handling  the  sentence. '  * 
And  this  skill — like  a  technique  of  any  kind — is  not  to  be 


SENTENCE  AND  THEME  9 

acquired  by  vague  exhortation.  Injunctions  like  "use  more 
complex  sentences",  *'use  variety  of  forms"  are  resultless. 
Only  "deep-seated  familiarity"  can  cause  complex  sentences 
to  flow  naturally  from  the  pen ;  only  "long-continued  familiar- 
ity" with  different  forms  can  produce  variety.  Though  some 
pupils  possess  these  gifts  of  style  by  nature,  the  great  majority 
cannot  achieve  them  without  the  same  kind  of  effort  that  is 
required  to  learn  to  play  the  violin  or  to  win  a  set  of  tennis. 

That  is  w^hy  this  book  has  "so  much  grammar."  That  is 
why  all  mere  classifications  are  excluded.  Every  lesson,  every 
section  of  grammar  has  a  definite  purpose  in  teaching  how 
to  make  good  sentences.  The  purpose  is  never  one  that  the 
writer  imagines  might  be  useful;  in  every  case  he  has  been 
taught  by  class-room  necessity  that  the  point  must  be  devel- 
oped if  future  progress  is  not  to  be  balked.  The  five  lessons 
in  prepositions  are  not  here  because  the  writer  loves  phrases, 
nor  has  affection  for  pronouns  produced  the  six  lessons  on 
relative  clauses.  Every  lesson  is  part  of  a  design.  The  pattern 
may  not  always  accord  witk  a  preconceived  logic  of  grammat- 
ical sequence,  but  it  stands  as  practice  has  formed  it;  it  is 
founded  on  the  stricter  logic  of  experience.  No  theory  has 
directed  the  taking  up  of  single  words  before  examining  entire 
subjects  and  predicates;  no  whim  is  responsible  for  studying 
clauses  in  lessons  38-53,  then  going  to  simple  sentences,  then 
taking  up  complex  sentences.  That  order  is  suited  to  the  best 
sequence  in  punctuation.  Adjectives  and  nouns  prepare  for 
verbals ;  a  study  of  verbals  shows  that  participles  and  gerunds 
do  not  make  statements;  acquaintance  with  prepositions  re- 
veals the  fact  that  phrases  are  not  statements;  then  it  can  be 
revealed  by  work  with  pronouns  that  a  phrase  and  a  relative 
combined  are  not  a  sentence ;  pupils  can  be  taught  that  no  sub- 
ordinate clause  is  a  sentence ;  can  ultimately  learn — even  the 
most  literal — that  two  independent  statements  without  a  con- 
junction are  not  a  sentence.  Then  they  can  make  use  of  in- 
struction about  semicolons. 

An  important  feature  of  the  grammar  lessons  is  the  abun- 
dance of  exercises  provided  in  the  Appendix  (pages  339-364), 
600  sentences  specially  selected  and  classified  for  various  kinds 
of  practice.  For  oral  work,  reviews,  or  extra  assignments  a 
class  is  not  compelled  to  go  over  the  same  familiar  sentences, 
but  can  gain  added  knowledge  by  work  with  fresh  material 


10  PILOT  BOOK  FOE 


BY  PUNCTUATION   TO    ''SENTENCE   SENSE" 

A  very  long  and  arduous  experience  finally  revealed  to  the 
author  that  punctuation  is  not  a  process  of '  *  sticking  in  marks, ' ' 
but  that  it  is  the  greatest  of  all  devices  for  improving  sentence 
structure.  That  is  why  there  is  ''so  much  punctuation.'^ 
Imagine  the  writer's  feelings,  after  the  weary  years  of  slow 
waking  to  the  truth,  to  discover  that  before  he  was  born  French 
teachers  knew  the  punctuation  campaign.  If  he  had  had  the 
wit  to  investigate  French  methods  of  mother-tongue  instruc- 
tion, he  could  have  escaped  the  long  labor  of  hacking  his  own 
trail  to  the  truth.  His  discovery  is  one  that  might  have  been 
smiled  at  in  America;  but  now,  thanks  to  the  French  Boij^ 
must  be  believed.  It  is  a  truth  that  the  punctuating  of  seven 
hundred  sentences  of  all  sorts  is  almost  an  education  in  itself ; 
it  improves  style.  ''Rules  for  the  comma"  bring  no  improve- 
ment ;  they  may  be  a  minus  force.  But  after  thorough  practice 
in  the  necessary  grammatical  principles,  after  full  illustration 
of  just  how  and  why  commas  are  used,  then  the  analysis  of 
unpunctuated  sentences  lays  foundations  for  decent  style. 
The  fact  of  experience  is  that  such  drill  teaches  variety  of 
forms,  secures  freedom  of  expression,  and  is  in  the  end  a  real 
stimulus  to  spontaneity. 

Since  so  large  a  portion  of  the  educational  world  supposes 
that  punctuation  is  a  matter  of  feeling  or  guess-work,  it  may 
be  well  to  say  here  that  the  code  provided  in  Sentence  and 
Theme  is  sufficient  for  all  ordinary  non-technical  needs,  that 
it  is  precise  in  almost  every  detail,  and  that  it  is  based,  not 
on  any  composite  of  ' '  authority, ' '  but  on  the  facts  of  present 
usage.  Just  as  the  world  has  only  recently  learned  that  cor- 
rectness of  idiom  is  dependent  upon  the  facts  of  usage,  so 
it  is  now  learning  that  rules  for  punctuation  do  not  originate 
in  rhetorics,  but  in  the  great  body  of  usage  developed  by  pub- 
lishers. Current  usage  cannot  be  truly  gaged  by  the  customs 
of  book-makers,  since  their  product  is  usually  a  compromise^ 
between  an  office  standard  and  an  author's  personal  notions.' 
The  usage  is  most  readily  observable  in  the  best  periodicals. 
They  are  brought  out  with  scrupulous  and  fastidious  care; 
they  are  conservative  and  dare  not  be  peculiar ;  their  codes, 
representing  a  great  body  of  careful  opinion,  are  in  almost 
complete  accord.    It  is  this  usage  that  authors  will  follow,  that 


SENTENCE  AND  THEME  H 

Kipling  and  Noyes  have  followed.  Upon  this  usage  is  based 
the  code  that  is  presented  in  Sentence  and  Theme. 

In  some  respects  that  code  differs  from  the  usual  textbook 
rules.  Such  differences  are  not  due  to  any  desire  to  be  original, 
nor  to  any  assumption  of  superior  knowledge ;  they  are  merely 
reports  of  the  facts  of  present-day  usage.  The  code  is  in  very 
close  agreement  with  the  four  manuals  that  best  represent 
modern  practice:  DeVinne's,  Manly  and  Powell's,  Teall's, 
MacCracken  and  Sandison  's ;  no  item  is  in  conflict  with  more 
than  one  of  these. 

In  one  respect — definiteness — the  rules  may  arouse  appre- 
hension in  the  minds  of  some  conservative  or  esthetic  teachers, 
but  any  ground  for  such  fear  has  never  been  observable  in 
the  writer's  classes.  The  twenty  *' rules"  and  the  numerous 
*' comments"  are  not  contrived  with  a  view  to  logical  com- 
pleteness, for  the  entire  code  could  be  comprised  in  a  much 
simpler  plan.  But  such  logical  simplicity  is  the  least  inform- 
ing kind  of  presentation,  is  hardest  for  the  pupil.  Military 
maneuvers  cannot  be  learned  from  the  compressed  logic  of  a 
printed  sheet,  nor  chess  from  a  page  of  Hoyle;  no  more  can 
the  tactics  of  punctuation  be  made  clear  by  a  concise  summary. 
We  can  propagate  living  habits  only  by  a  display  of  so,  so  that, 
and  so;  by  emphasizing  the  comma  before  for;  by  dilating  upon 
as  that  shows  a  reason ;  by  making  a  point  of  since  that  means 
because.  After  each  concrete  case  is  plain — and  not  till  then 
— does  ''non-restrictive  adverbial"  mean  anything.  Detailed 
statement  is  not  for  precision  simply,  but  for  display,  for 
concreteness.  And  this  precision  has  no  power  for  evil  except 
in  the  hands  of  incompetent  teachers.  Vague  and  meaning- 
less rules  are  harmful  in  the  hands  of  the  best  teacher. 

THE  MOTIVE  IN  PUNCTUATION 

Pupils  apply  themselves  more  willingly  and  gain  more 
knowledge  if  they  are  kept  reminded  that  all  the  punctuation 
lessons  have  a  business-like  purpose :  to  attain  the  power  of 
making  good  sentences.  That  power  is  the  best  certificate  that 
a  man  is  educated.  It  passes  current  in  the  world.  Without  it 
other  education  is  shabby.  Business  men  value  it.  Convincing 
testimony,  vehemently  expressed,  can  be  gathered  in  any  town 
from  hard-headed  men  of  affairs  as  to  what  they  think  of  a 
high-school  graduate  who  cannot  compose  good  sentences.  Such 


12  PILOT  BOOK  FOR 

testimony  may  be  used  persuasively  in  schools.  Here  is  a 
sample  of  what  the  world  of  affairs  thinks  today  about  high- 
school  education;  it  is  from  a  report  by  a  Committee  of  the 
Chamber  of  Commerce  of  New  York  City : 

"One  principal  of  a  high  school  wouldn't  recommend  a 
single  one  out  of  more  than  400  graduates  *for  the  lowest 
clerical  job  in  a  banking  house. '  Employers  told  the  old,  too 
true  story  of  the  weakness  of  the  graduates  in  the  three  R's, 
their  carelessness,  their  defect  of  personal  habits  and  charac- 
teristics necessary  to  business  efficiency.  Pupils  come  to  the 
high  schools  without  the  knowledge  which  the  grammar  schools 
exist  to  give  them.  Slipshod  in  the  rudiments,  they  are  sent 
to  high  schools.  So  our  education  rests  too  largely  on  shallow- 
ness, pretense."  Chemical  and  Metallurgical  Engineering  has 
said  editorially :  ' '  The  average  high-school  graduate  is  notori- 
ously a  'lame  duck.'  Few  there  are  who  can  express  them- 
selves in  correct  English."     (See  below,  lesson  56.) 

THE  IMPORTANCE  OF  SENTENCES 

All  the  exercises  in  grammpT  and  punctuation  are  organ- 
ized into  a  coherent  whole,  a  progress  step  by  step  to  real  mas- 
tery of  the  sentence.  How  fundamentally  important  that 
mastery  is  in  composition  may  be  judged  by  the  following 
testimonies,  written  by  four  earnest  men  from  four  very  dif- 
ferent points  of  view: 

Herrick  and  Damon's  Composition  and  Bhetoric 

The  attention  of  teachers  is  called  to  the  emphasis  laid 
upon  the  sentence  and  the  word.  From  the  period  in  which 
the  paragraph  occupied  the  center  of  the  stage  in  rhetorical 
instruction  we  are  now  fortunately  emerging. 

Professor  J.  M.  Thomas,  University  of  Minnesota 

Students  who  come  to  the  college  teacher  from  the 
secondary  schools  have  been  given  superficial  notions  about 
literary  movements,  but  are  left  in  total  ignorance  of  the 
nature  of  a  sentence.  The  whole  theory  of  punctuation  still 
remains  in  worlds  beyond  their  ken. 

Scrilner's,  Editorial,  May,  1916. 

Undoubtedly  we  must  find  some  way  of  stiffening  with 
a  sense  of  structure  the  knock-kneed  sentences  our  young- 
sters write ;  but  this  will  be  better  accomplished  by  citations 
from  the  newspapers  and  periodicals  than  from  the  shrines. 


SENTENCE  AND  THEME  13 

Bernard  M.   Sheridan,   Superintendent  of  Schools, 
Lawrence,  Mass. 

The  fundamental  thing,  the  element  upon  which  all 
other  details  of  composition  depend  and  upon  which  the 
whole  superstructure  of  composition  is  built,  is  the  mastery 
of  the  sentence. 


THEMES 

At  intervals  through  the  book  is  material  for  forty  themes. 
(Why  ''so  little  space"  is  devoted  to  themes  is  explained  in 
the  Preface,  page  8.)  It  is  not  supposed  that  a  school  will 
follow  exactly  this  schedule,  or  will  choose  all  these  topics. 
The  arrangement  is  one  that  might  be  followed  by  a  teacher 
who  had  no  preferences  of  his  own.  Since  most  teachers  can- 
not assign  more  than  thirty  themes  in  one  year,  they  will  find 
many  options.  Some  teachers  will  not  care  for  so  many 
humorous  episodes  or  animal  stories;  others  will  not  wish  to 
attempt  much  exposition  or  argumentation.  The  greatest 
departure  from  the  topics  given  will  be — and  ought  to  be — in 
favor  of  local  subjects.  Many  high-school  themes  should  be 
on  subjects  that  pupils  have  experienced  at  first-hand. 
Though  true  imagination  is  the  most  admirable  quality, 
vague  striving  after  what  is  hazily  realized  produces  the 
poorest  composition. 

The  topics  suggested  are  of  three  kinds:  (1)  An  assort- 
ment of  stories  carefully  selected  for  their  inherent  power  to 
induce  plot  development  to  a  climax;  these  are  put  forward 
as  simple  stories,  but  require  more  exposition  than  might  be 
supposed  at  first  sight;  (2)  some  expositions  of  a  **real  life" 
kind ;  (3)  some  arguments  on  a  few  of  those  topics  about  which 
students  are  likely  to  have  lively  differences  of  opinion. 

Five  selections  for  reading  to  the  class  as  theme  material 
are  given  in  this  pamphlet ;  other  selections,  better  suited  to 
special  needs,  may  be  found  in  newspapers,  magazines,  and 
lively  books.  But  not  so  easily  as  might  be  thought.  The  inter- 
est of  one  passage  will  be  found  to  evaporate  when  it  is  taken 
from  its  setting ;  another  lacks  the  essential  concreteness.  The 
most  common  shortcoming  is  in  plot ;  unless  a  passage  is  anec- 
dotal in  character — returning  to  the  opening  situation  for  its 


14  PILOT  BOOK  FOR 

climax — it  invites  poor  handling.  The  material  for  Theme  37 
is  wanting  in  this  very  particular;  some  arrangement  leading 
to  climax  must  be  urged  upon  the  class. 

Most  experienced  teachers  agree  with  the  following  state- 
ments about  theme-topics: 

1.  The  staple  for  the  first  year  of  high  school  should  be 
narrative.  Most  good  narratives  require  some  explaining  of  a 
situation;  an  insistent  demand  that  *' things  shall  be  clear," 
that  ''the  reader  must  understand,"  that  ''the  situation  must 
be  evident, ' '  will  be  all  the  while  teaching  exposition  without 
using  that  term.  2.  What  is  wildly  exciting  to  an  onlooker  may 
be  difficult  to  make  exciting  to  a  reader.  Good  narrative 
depends,  not  on  the  thrilling  fact,  but  on  the  development  of 
a  situation.  3.  Pupils  are  usually  most  entertaining  when  they 
narrate  some  slight  happening,  something  humorous  or  unusual 
which  has  an  element  of  plot.  The  wisdom  of  "not  hunting 
for  the  big  things"  can  be  proved  before  a  class  by  reading 
themes  that  succeed  with  a  slight  matter  neatly  developed. 
4.  "Something  that  really  happened  to  you"  is  the  safest 
advice.  But  easily  realizable  situations  described  in  a  news- 
paper are  good  subjects.  5.  A  school  theme  should  never  be 
a  series  of  the  happenings  of  a  week,  or  of  a  day,  or  even  of  an 
hour ;  the  aim  should  rather  be  to  make  vivid  what  happened 
in  a  minute:  what  characters  were  concerned?  where?  why? 
what  happened?  with  what  result?  6.  Limit  the  subject.  7. 
Make  one  thing  stand  out. 

8.  Exposition — except  as  an  element  of  narrative — should 
attempt  only  what  the  writer  fully  understands  and  has  some 
interest  in  setting  forth.  9.  The  most-needed  counsel  to  pupils 
is:  "What  does  your  reader  not  know?" 

10.  Pure  description  is  an  undertaking  of  doubtful  utility. 
"My  room,"  "Montgomery  Street,"  etc.,  are  almost  sure  to 
produce  a  catalogue.  11.  The  best  counsel  is:  "Give  an  im- 
pression of  one  thing  by  telling  the  details  of  life,  motion, 
human  interest." 

The  wisdom  of  furnishing  an  outline  may  be  questioned 
by  many.  But  until  a  class  is  fully  under  way,  has  securely 
got  the  idea  of  "the  few  main  divisions,"  the  presenting 
of  an  outline  by  the  teacher  is  almost  certain  to  be  bene- 
ficial. The  method  suggested  is  this :  to  habituate  the  student 
to  conventional  forms,  to  impress  upon  him  the  general  notion 


SENTENCE  AND  THEME  15 

that  a  paragraph  should  always  represent  some  one  real,  large 
division,  to  familiarize  him  with  the  idea  of  the  simplicity  and 
obviousness  of  an  ordinary  three-title  or  four-title  outline. 
The  kind  of  outline  giyen  in  the  text — a  short  list  of  brief  titles 
of  paragraphs — is  a  product  of  experience.    It  works. 

THEME  TOPICS 

No  part  of  our  work  is  more  a  matter  of  personality  than 
assigning  themes.  So  far  as  in  him  lies  every  teacher  should 
give  topics  to  which  he  can  feel  a  pleasant  response  from 
the  class.  A  corollary  is  that  as  many  of  the  topics  as  pos- 
sible should  be  local  and  personal,  matters  which  the  pupil 
takes  an  interest  in  telling  about.  Teachers  who  have  been 
long  in  the  profession  gather  a  sheaf  of  likely  subjects,  and 
gifted  teachers  may  succeed  with  almost  any  subject;  these 
will  have  no  interest  in  the  lists  below.  But  there  will  always 
be  some  users  of  Sentence  and  Theme  w^ho  hope  for  new  ideas 
from  a  colleague,  some  who  feel  that  a  Pilot  Book  would  be 
incomplete  without  the  following  section  for  reference  in  an 
emergency.  The  writer  might  courteously  refer  them  to  the 
hundreds  of  topics  printed  in  every  rhetoric,  to  the  thou- 
sands displayed  in  special  manuals.  Why  not?  Many  of 
these  are  full  of  life,  afford  variety.  Why  should  the  writer 
not  save  himself  trouble  ? 

There  are  several  reasons  why  these  attractive  offerings 
are  likely  to  prove  too  fragile  when  taken  from  their  setting 
and  submitted  to  classroom  handling.  1.  Most  of  them  are 
intended  merely  to  suggest  similar  subjects  in  the  pupil's 
own  knowledge  (*'a  day  in  a  mining  camp").  2.  They  are 
designed  to  be  applied  by  teachers  who  have  no  use  for  a 
Pilot  Book  Ca  moment  of  suspense").  3.  Many  are  of  just 
the  wrong  kind  ( '  *  a  trip  across  country  " ) ,  leading  to  * '  a  string 
of  things."  4.  Many  are  calculated  for  students  of  more 
maturity  than  high-school  freshmen  ("invent  a  fable").  5. 
Others  suggest  impressions,  conditions,  characterizations — 
subjects  which  require  more  than  average  skill  (''a  trial  of 
patience").  6.  Some  that  seem  animated  and  matter-of-fact 
enough  will  be  found  in  the  trial  to  lack  content :  the  unimagi- 
native half  of  the  class  cannot  develop  to  a  climax  (''an  unwel- 
come guest").    7.  Very  few  apply  to  a  whole  class.     This  is 


16  PILOT  BOOK  FOE 

a  most  important  consideration  when  outlining  for  structure 
is  to  be  emphasized.  A  class  should  have  as  many  options  as 
possible  during  the  year,  and  originality  of  treatment  should 
be  stimulated  in  every  way.  But  the  unresourceful  youth  is 
happier  and  better  taught  if  an  interesting  subject  is  set  and 
a  definite  mode  of  treatment  offered.  To  present  outlines  of 
several  options  consumes  too  much  time.  Often  in  the  course 
of  a  year  there  will  be  occasion  for  a  topic  that  all  can 
feel  contented  with ;  and  after  a  teacher  has  supposedly  thought 
of  something  that  everyone  in  the  class  can  appropriate  {e.  g., 
*'a  practical  joke"),  he  is  all  too  likely  to  hear  from  several, 
* '  I  never  saw  one. ' '  Finding  the  right  topics  is  hard — at  least 
for  some  of  us.  If  only  a  few  of  the  ideas  that  follow  appeal 
to  each  one  who  looks  through  them,  the  writer  will  be  well 
satisfied. 

For  convenience  the  topics  are  arranged  in  three  groups, 
though  the  classification  is  in  some  cases  arbitrary.  The  out- 
lines represent  merely  one  possibility.  Teachers  are  urged  and 
pupils  should  always  be  invited  to  alter  and  adapt.  One  ele- 
ment of  an  outline  should  always  be  insisted  on:  be  specific; 
name  that  Bible  or  that  elephant  or  those  ' '  dead ' '  boys.  Such 
a  division-title  as  "going  to  church"  is  provocative  of  vague- 
ness, because  it  does  not  name  the  specific  business  of  that 
paragraph — which  may  have  been  ' '  muddy  stockings  "  or  ' '  the 
longing  to  pray." 

In  preparing  outlines  the  writer  has  had  in  mind  themes 
of  250  to  350  words.  Each  title  represents  a  main  division 
of  material,  which  may  in  most  cases  be  developed  as  one 
paragraph. 

I.    STORIES 

The  safest  and  easiest  way  of  getting  narrative  subjects 
suitable  for  every  member  of  a  class  is  to  read  an  episode 
from  an  interesting  book,  requiring  the  development  of  the 
climax  as  a  theme.  Preliminaries  must  be  curtailed,  digressions 
avoided;  the  aim  is  to  drive  every  sentence  toward  that  one 
purpose.  * '  Double-barreled ' '  themes  are  the  worst  kind ; ' '  one 
topic  only ' '  is  the  motto.  If  time  is  available,  a  whole  chapter 
may  be  read,  to  give  the  class  the  full  setting;  but  they  are 
to  "pick  out  that  one  topic,"  limit  themselves  to  the  one 
affair.     Here  are  three  examples  from  Tom  Sawyer: 


SENTEIs^CE  AxND  THEME  17 

Chapter  IV 

a.   (Easier  for  the  unskilful)   Tom  trades  for  tickets. 

a.  (Better  for  those  that  have  skill)  "Showing  off"  before  Judge 

Thatcher.     (Tom's   possession    of    yellow    tickets   may    be 
mentioned  incidentally.) 

b.  Tom  receives  the  Bible. 

c.  The  Judge  commends  him. 

d.  The  fatal  question. 

Chapter  IX 

a.  Getting  up  the  coffin.     (The  opening  sentence  may  tell  where 

the  boys  were  watching.) 

b.  The  quarrel,  in  dialogue. 

c.  The  murder. 

Chapter  XVII 

a.  The  funeral  sermon. 

b.  The  "dead"  boys  appear. 

c.  Old  Hundred. 

Many  short  stories  furnish  good  material. 

KIPLING 'S  Moti-Guj 

a.  Why  Moti-Guj  was  mutinous. 

b.  He  defies  Chihun. 

c.  He  defies  Kala  Nag  and  Nazim. 

d.  Chihun 's  baby — the  climax  of  successful  mutiny. 

Here,  as  in  Chapter  IX  of  Tom  Sawyer,  the  emphasis  may 
be  changed  to  that  of  the  author's  climax  by  treating  earlier 
parts  summarily — i.  e.,  to  ''How  Potter  was  fooled"  and  to 
*  *  How  Moti-Guj  became  obedient  again. ' ' 

If  a  wild-west  story  (very  wild)  is  wanted  for  variety, 
it  may  be  found  in  0.  Henry's  A  Chaparral  Christmas  Gift. 

a.  Why  the  Lanes  were  anxious  on  Christmas  eve. 

b.  Santa  Claus  appears. 

c.  He  speaks  with  Mrs.  Lane. 

d.  Mr.  Lane  is  the  Christmas  gift. 

The  author  has  taken  pains  to  show  that  the  Frio  Kid 
has  "a  spot  of  good,"  but  otherwise  the  slight  and  rapid 
allusions  may  have  to  be  explained  to  the  class :  the  Kid  played 
Santa  Claus,  was  about  to  shoot  Lane,  but  decided  to  make 
a  Christmas  gift  of  him  to  his  wife. 

In  the  case  of  stories  not  thus  ready-made  a  warning  should 


18  PILOT  BOOK  FOE 

be  given  against  an  ''introduction."  Our  young  people  are 
so  familiar  with  5,000-word  magazine  stories  beginning  with 
(as  they  suppose)  rather  aimless  dialogue  that  many  are  prone 
to  go  through  a  similar  flourish,  which  kills  space  without 
getting  anywhere,  and  which  causes  bad  proportion.  Teach- 
ers will  probably  do  well  never  to  mention  such  abstractions 
as  ''setting,"  "characterization,"  and  the  like,  for  these  lead 
to  false  efforts  and  produce  chunks  of  dead  stuff  in  a  theme. 
Pupils  are  much  more  likely  to  need  the  injunction  to  begin 
promptly  and  to  stop  the  instant  they  are  through. 

Outlining  a  long  story  or  a  play  is  apt  to  be  a  pernicious 
task,  for  it  leads  to  "a  string  of  things";  but  a  dramatic 
episode — "some  one  part" — is  always  good.  Examples  of 
good  situations  for  narrative  are :  first  sight  of  the  cannibals 
in  Robinson  Crusoe,  Harvey  goes  overboard  {Captains  Cour- 
ageous),  the  shooting  of  Lorna  {Lorna  Doone),  the  climax  of  a 
Wonder  Book  story,  of  The  Pit  and  the  Pendulum.  Subjects 
for  reproduction  are  to  be  found  everywhere,  but  not  so  easily 
as  might  be  supposed ;  for  there  are  several  requisites :  1.  an 
episode  fairly  complete  in  itself,  2.  interest  in  a  character,  3. 
plot  development  in  brief  space — i.  e.,  a  decided  change  of  for- 
tune or  reversal  of  situation  for  a  character.  Many  an  excit- 
ing situation  that  looks  promising  will  be  found  when  tested 
not  to  have  sufficient  plot  for  a  good  climax.  This  is  not  a 
question  of  making  pupils  joyous;  it  is  the  very  significant 
matter  of  teaching  them  what  a  proper  conclusion  is.  Unin- 
ventive  minds  are  likely  to  be  untaught — or  mistaught — if  they 
are  left  too  much  to  their  own  devices.  It  is  probable  that  in 
our  composition  teaching  we  have  been  lured  into  putting  an 
improper  emphasis  on  invention,  originality ;  that  we  have  not 
given  enough  attention  to  insuring  good  structure  and  emphasis 
by  the  nature  of  the  material  and  by  providing  preliminary 
discussion.*  An  example  of  insufficient  climax  is  this  situa- 
tion :  A  brags  that  in  a  day's  angling  he  can  get  a  bigger  fish 
than  B;  at  night  his  largest  fish  is  so  nearly  the  size  of  B's 


*See  R.  W.  Brown's  How  the  French  Boy  Learns  to  Write,  pages 
75-81.  ' '  The  teacher  regards  the  pupil  as  a  learner  who  needs  direction. 
.  .  .  There  seems  to  be  no  fear  whatever  of  destroying  the  pupil's  self- 
reliance.  It  seems  to  be  taken  for  granted  that  a  boy  may  develop  self- 
reliance  through  foresight  as  well  as  through  unaided  struggle."  But 
French  teachers  seem  cautious  of  giving  older  pupils  a  ready-made  outline. 


SENTENCE  AND  THEME  19 

largest  that  he  agrees  to  decide  by  weighing;  while  he  goes 
to  borrow  scales,  B's  friends  put  nails  down  the  throat  of 
B's  fish.  There  is  a  capital  situation.  Can  you  so  provide 
for  the  less  ingenious  half  of  the  class  that  they  will  produce  a 
worthy  ending  ? 

Many  old  tales  that  seem  hackneyed  to  teachers  will  furnish 
entertaining  models  for  youngsters :  the  escape  from  the  cave 
of  Polyphemus,  David  and  Goliath,  the  Monitor  and  the  Merri- 
mac,  or  (less  surely)  The  Lady  or  the  Tiger? 

Certain  anecdotes  lend  themselves  to  expansion  into  themes. 
The  teacher  outlines  in  two  minutes  the  skeleton  story;  the 
class  is  to  furnish  setting,  details,  variations — ''to  fill  it  out." 
1.  A  woman  who  is  in  a  great  hurry  to  catch  a  train  sup- 
posed that  she  had  put  into  the  fare-box  of  a  bus,  instead  of  a 
nickel,  a  five-dollar  gold-piece;  the  driver  could  not  unlock 
until  the  end  of  his  run;  the  woman  needed  her  money  for 
train-fare  and  was  in  despair ;  a  kindly  old  gentleman  offered 
to  ride  on  and  recover  the  gold-piece,  and  gave  her  a  five-dol- 
lar bill ;  when  the  woman  bought  her  ticket  at  the  station,  she 
found  that  she  had  not  made  a  mistake  in  the  bus^the  gold- 
piece  was  in  her  purse.  A  caution  should  be  given  against 
"suppose"  early  in  the  story;  no  doubt  of  the  error  must 
appear.  Clever  writers  may  conclude  with  the  remark  of  the 
generous  old  man  at  the  end  of  his  bus-ride.  2.  A  suburbanite 
shoots  a  cat  that  has  been  noisy  in  his  back  yard ;  next  morning 
he  decides  to  put  the  body  in  a  market  basket  and  commit  it  to  a 
watery  grave  as  he  crosses  on  the  ferry  .to  his  place  of  business ; 
an  unexpected  meeting  with  a  friend  makes  him  forget  the 
burial;  at  night  an  accident  on  the  ferry  again  causes  him 
to  forget ;  there  is  excitement  and  scrambling  among  the  passen- 
gers ;  when  he  reaches  home  his  wife  exclaims,  ' '  That 's  not  our 
basket ; ' '  she  is  right ;  in  it  is  a  large,  juicy  steak. 

Narratives  in  which  the  writer  puts  himself  into  the  place  of 
an  animal  or  an  object  are  often  acceptable  exercise,  though 
they  tend  to  cause  an  aimless  series  of  events.  A  general  good 
plan  is 

a.  How  I  began. 

b.  A  chapter  of  doings  or  wanderings. 

c.  The  big  event  of  mj  life. 

d.  How  I  am  getting  on  now. 


20  PILOT  BOOK  FOR 

Very  literal  pupils  have  done  creditably  with  ' '  a  fence-post. ' ' 
More  likely  objects  are  a  dime  or  a  knife,  because  these  have 
adventures.  A  raisin  has  diversified  chapters  of  biography. 
Narratives  of  personal  experience  are  best  secured  by 
setting  a  general  topic  which  has  some  kind  of  example  in  the 
most  uneventful  young  life.  **A  test  of  courage"  or  "an 
exciting  adventure"  will  meet  denial  from  many  in  the  class, 
but  '* just  in  time"  will  correspond  to  something  that  happened 
in  the  lives  of  almost  all.  The  event  may  have  been  quite 
trivial;  "I  couldn't  make  a  whole  theme  out  of  it,"  thinks 
pupil.  Teacher  replies  that  merit  in  a  theme  is  making  some- 
thing vivid :  the  arrival  of  a  telegram  just  in  time  to  save  a 
life  is  no  easier  in  itself — no  more  a  guarantee  of  success — 
than  the  arrival  of  a  policeman  just  in  time  to  give  me  a  shock 
and  keep  me  from  making  a  fool  of  myself  on  halloween.  A 
campaign  against  a  troublesome  rat  or  woodchuck  is  more 
likely  than  a  Peninsular  Campaign  to  produce  interesting  re- 
sults. Nearly  every  child  has  lived  through  some  little  nar- 
rative that  centers  about ' '  I  forgot ' ' — to  mail  a  letter,  to  set  the 
alarm,  to  notice  the  nunibers,  that  I  had  another  invitation. 
However  slight  in  substance  or  lacking  in  tragedy,  the  for- 
getting was  important  and  had  climactic  effect  at  the  time :  if 
that  effect  can  be  got  on  to  paper,  the  theme  is  good.  Most 
persons  were  (1)  badly  scared  before  they  were  sixteen  or 
(2)  had  a  close  shave  of  some  kind  or  (3)  took  a  chance  of 
some  kind  or  (4)  told  a  lie. 

II.    DESCRIPTION 

In  talk  among  teachers  nowadays  and  in  recent  texts  there 
is  evident  a  lessening  faith  in  pure  description.  Most  pupils 
dislike  the  task;  few  can  produce  good  results.  Still  life  like 
* '  my  room  "  or  "  this  building ' '  is  deadly  business.  In  assign- 
ing description  attention  should  always  be  drawn  to  the  possi- 
bilities for  life,  motion,  humanity.  Description  should  not  be 
limited  to  an  instant  of  time,  like  a  photograph,  but  extend 
to  some  enlivening  action — to  a  ''moving"  picture.  ''When 
the  bell  rings"  (school  or  factory)  may  be  charted: 

1.  Conditions  just  before.  • 

2.  Conditions  immediately  after. 


SENTENCE  AND  THEME  21 

3  and  4.  Assorted  sights  and  doings  that  convey  the  reality  to  one 

who  has  never  seen  it. 
5.  The  throng  disappears. 

Pupils  should  be  persuaded  not  to  use  **  conditions "  in  their 
private  outlines ;  since  they  knov^  their  particular  scenes,  they 
must  be  specific. 

' '  A  post-office  crowd  "  is  a  similar  topi  i.  Easier  and  better 
is  ''at  the  soda  fountain." 

a.  The  fixtures. 

b.  The  clerks  and  their  troubles. 

c.  Customers. 

d.  Some  episode. 

''A  crowded  trolley"  is  a  possibility;  each  section  should 
show  a  phase  of  crowding. 

a.  Edging  my  way  in. 

b.  Cheery  and  peevish  ways  of  the  crowd. 

c.  The  worried  conductor, 

d.  The  man  that  swore  he  had  paid. 

Any  subject  as  large  as  "at  the  circus"  is  likely  to  cause 
that  greatest  fault  in  description — a  catalogue,  another  form  of 
the  ''string  of  things."  In  proportion  as  a  subject  can  be 
limited,  description  improves  in  ordinary  school  art.  So  "at 
the  menagerie"  is  safer. 

a.  Into  the  crowd  and  odors  under  the  canvas. 

b.  Noises. 

c.  The  ring  of  caged  animals. 

d.  The  crowd  that  feeds  and  comments. 

e.  The  cage  where  I  spent  most  time. 

Any  descriptive  subject  can  be  treated  in  a  variety  of 
ways.  The  professional  often  manages  a  close  that  gives 
"dominant  tone,"  the  prevailing  or  most  striking  impression. 
He  might  summarize  in  some  fashion  the  blend  of  noise  and 
beast  and  person.  But  authors  often  work  by  the  plan  outlined 
above — from  the  first  general  impression,  through  large  details, 
to  some  item  on  which  attention  is  last  fixed.  This  order  is 
better  for  the  ordinary  school  author:  it  leads  to  something 
definite  instead  of  to  an  inconclusive  vagueness.  A  "sum- 
mary" is  almost  certain  to  fizzle. 


22  PILOT  BOOK  FOR 

Many  subjects  of  a  narrative  sort  may  be  treated  dcvserip- 
tively  if  the  effort  is  made  to  picture  the  situation:  instead 
of  involving  characters  in  a  plot  we  look  at  them  as  they 
form  a  scene.    ''At  a  baseball  game"  might  yield 

a.  The  whole  crowd  and  the  people  next  me. 

b.  The  score  and  the  feeling  at  the  moment  in  the  seventh  inning. 

c.  The  situation  on  the  diamond  at  the  moment  (out,  on  bases,  at 

bat). 

d.  The  play. 

e.  Hooting  the  umjjire. 

Youth  loves  a  story  and  will  infallibly  overdo  the  narrative 
element,  but  criticism  for  that  should  be  lenient.  ''Telling 
about ' '  an  illness  may  be  valid  description  if  the  effort  is  made 
to  "show  us  just  how  it  was"  at  a  particular  time — feelings, 
room,  medicine,  food,  mother,  doctor.  We  all  have  a  weak- 
ness for  telling  about  our  ailments ;  nearly  every  child  has  been 
ill  or  been  operated  on,  has  at  least  seen  some  invalid  or  sick 
friend. 

Every  person  likes  to  tell  about  "that  queer  dream"  if  he 
can  get  an  auditor ;  this  is  primarily  an  effort  to  convey  a  pic- 
ture ;  pupils  often  enjoy  describing  a  dream. 

' '  An  accident ' '  will  furnish  a  descriptive  topic  for  a  large 
majority  of  the  class ;  if  several  protest  ignorance,  an  optional 
may  be  assigned.  But  all  should  be  able  to  write :  a  little  acci- 
dent vividly  told  is  better  than  a  head-on-collision  vaguely 
given.  The  writer  once  had  the  opportunity  to  contrast  before 
a  class  a  worthless  theme  describing  a  wreck"  in  the  South 
Pacific  with  a  clever  description  of  what  a  snowball  accom- 
plished; yet  the  first  writer  had  really  been  on  a  burning 
steamer  in  a  lonely  part  of  the  ocean,  and  so  had  a  splendid 
chance.  Mark  Twain's  description  of  a  tick  on  a  desk  will 
help  to  prove  that  small  matters  may  be  good  topics.  If 
a  class  shows  a  fondness  for  "big  stuff,"  it  may  be  gratified 
by  reading  (after  some  preliminary  explanation)  the  fight 
at  the  lake  in  Flight  of  a  Tartar  Tribe.  Parkman's  account 
of  the  capture  of  Quebec  (in  Montcalm  and  Wolfe)  is  a  stirring 
narrative  affording  fine  material  for  a  description  of  Wolfe 
on  his  way  down  the  river. 

a.  What  the  enterprise  meant  to  Wolfe. 

b.  His  weak  body,  strong  courage. 


SENTENCE  AND  THEME  23 

c.  On  the  silent  river. 

d.  Eeciting  the  Elegy. 

Any  *  *  first  time  "  is  a  good  topic.  Such  memories  are  vivid, 
and  everyone  can  make  a  selection  of  some  * '  first ' ' :  earning 
money,  seeing-  a  play,  learning  that  Santa  Claus  was  a  myth, 
sitting  up  till  midnight.    The  aim  is  to  picture  a  situation. 

A  list  of  ' '  scenes ' '  will  furnish  or  suggest  a  topic  to  every- 
one:  unloading  (ship,  circus  train,  van),  a  fight  (beware  of 
pure  narrative),  a  street  faker,  a  flood. 

Rather  fanciful,  and  to  be  tried  with  caution,  is  an  attempt 
to  picture  a  commonplace  for  one  who  has  never  seen  it — a 
snow  fort  for  a  boy  who  has  lived  in  Honolulu. 

a.  What  a  snowflake  is  like. 

b.  What  a  storm  of  them  is  like. 

c.  Melting  snow. 

d.  Eolling  a  big  ball. 

e.  Building  the  fort  and  defending  it. 

Other  similar  efforts  might  be,  though  they  are  dangerously 
artificial,  to  describe  for  one  who  has  never  seen  it:  surf, 
prairie,  forest,  a  locomotive,  a  theater,  a  hill  of  corn. 

Anyone  who  has  seen  the  burning  of  a  building  or  a  prairie 
or  a  forest  likes  to  tell  about  it.  If  the  topic  is  a  fire,  the 
unlucky  ones  may  tell  about  a  bonfire,  fireworks — or  describe 
the  burning  of  a  single  match. 

a.  Striking,  flaring  up,  and  settling  down. 

b.  The  big  flame — blue,  reddish,  and  smoky  parts. 

c.  The  water  that  runs  away  from  the  flame. 

d.  Dying  down,  last  spark,  the  corpse. 

To  eat  is  human ;  most  youngsters  recall  some  meal  that  is 
not  hard  to  describe :  at  a  birthday  party,  at  a  restaurant,  at 
a  picnic,  while  camping,  when  convalescing,  at  midnight  in 
the  pantry. 

a.  The  unexpected  invitation. 

b.  The  gay  room,  the  people,  the  waiter. 

c.  Ordering. 

d.  The  mere  food. 

e.  Something  that  was  best  or  funniest. 


24  PILOT  BOOK  FOR 

Much  more  successful  than  might  be  guessed,  even  with 
unimaginative  youths,  is  '*a  person  I  admire."  For  some  rea- 
son ''an  odd  character"  (though  perfectly  good)  is  not  likely 
to  result  so  well. 

a.  The  first  I  knew  of  him — poor  impression. 

b.  Finding  out  what  sort  he  was. 

c.  The  way  he  treats  people. 

d.  An  anecdote  that  shows  why  you  have  to  admire  him. 

Nearly  everyone  has  had  some  pet  that  he  is  willing  to  tell 
about. 

a.  Puff  as  a  kitten. 

b.  A  good  mouser. 

c.  A  parlor  ornament. 

d.  Almost  cremated  in  the  oven. 

e.  You  never  quite  know  what  he  is  going  to  do. 

Clever  pupils  who  wish  to  attempt  something  original  may 
get  surprising  results  if  they  will  put  a  house-fly  under  a 
microscope.  His  eyes  are  faceted  head-lights ;  on  his  face  hang 
two  bologna  sausages  with  a  plume  stuck  in  each ;  his  sucker 
is  big  and  complicated  beyond  belief ;  his  legs  are  an  aggregate 
of  marvels  and  horrors.  Any  part  of  a  fly  is  enough  for  a 
theme.  A  firefly,  in  the  grass  and  out,  is  a  theme  almost  ready- 
made.  A  June-bug  may  prove  almost  an  education  to  any  hith- 
erto unobservant  person  who  will  notice  carefully  the  wonders 
there  are  to  be  seen. 

A  certain  teacher  once  stirred  up  some  excitement  in  a 
class  of  eighth-grade  boys  by  requiring  them  to  measure  off 
a  square  foot  of  ground  and  report  their  explorations.  The 
writer  has  never  tried  this,  but  he  is  sure  there  are  remark- 
able discoveries  possible  if  a  teacher  can  get  up  the  exploring 
fever. 

III.    EXPOSITION 

There  is  no  fixed  boundary  between  description  and  expo- 
sition. A  picture  of  the  man  I  most  admire  is  description ;  an 
analysis  of  why  I  like  him  is  exposition.  Hence  for  the  rhet- 
orician characterization  may  belong  in  this  group ;  but  young 
minds  work  more  freely  if  their  attention  is  directed  to  por- 


SENTENCE  AND  THEME  25 

traying  a  friend  than  if  they  are  instructed  to  dissect  him. 
Anatomizing  is  foreign  to  the  nature  of  adolescence,  which 
prefers  to  put  everything  into  a  story,  will  rather  reluctantly 
enlarge  a  segment  of  a  story  inta  a  description,  and  will  only 
very  reluctantly  select  the  elements  of  a  picture  for  an  explana- 
tion. A  teacher  does  well  to  ally  himself  with  this  disposition, 
rather  than  to  try  to  transform  it.  Let  him  say  when  he  wants 
exposition,  ''Make  it  all  clear" — for  that  is  picturesque.  Let 
him  say,  "Tell  things  in  order" — for  that  is  a  whiff  from 
story-land.  Let  him  use  "explain"  as  little  as  possible,  "expo- 
sition ' '  never.    There 's  a  good  deal  in  a  name. 

As  in  description  the  still  life  is  to  be  avoided,  so  in  expo- 
sition the  still  result  is  apt  to  be  a  corpse.  "Furnishing  my 
room ' '  is  likely  to  be  a  lifeless  string  of  girlish  things ;  ' '  build- 
ing a  camp"  will  probably  be  a  list  of  clanking  boyish  items. 
"The  manufacture  of  paper"  is,  for  the  average  student,  an 
invitation  to  set  up  paragraphs  like  building-blocks.  Even  so 
active  a  title  as  "summer  work"  is  sure  to  be  a  signal  for  an 
unorganized  diary.  These  are  not  of  necessity  improper  topics, 
but  all  of  an  able  teacher's  ingenuity  is  needed  to  inject  life 
into  them. 

If  the  assignment  is  "Explain  something  that  you  know 
about  to  those  of  us  who  don't  know,"  some  of  the  boys  will 
be  able  to  tell  about  a  wireless  outfit.  They  must  remember 
that  "we"  know  none  of  their  technical  words,  that  we 
must  be  told  in  language  we  understand,  that  we  want  to  begin 
at  the  beginning  of  the  sending  apparatus,  pass  through  that 
to  the  air,  to  the  receiving  antennae,  to  the  faint  sounds  of 
the  sparks.  Others  can  tell  about  a  gasoline  engine.  They 
must  begin  with  the  spark,  which  ignites  gasoline,  which  ex- 
plodes, which  fills  a  cylinder,  in  which  is  a  piston — and  so 
on  m  order.  An  account  of  a  telephone  will  almost  surely 
get  tangled  up  unless  it  follows  a  time  order — a  kind  of  biog- 
raphy of  a  transmitted  sound-waye.  The  girl  who  makes  a 
pie  should  proceed  from  an  empty  table  in  the  kitchen  to  a 
dining  table  at  which  sits  a  hungry  boy — with  small  space  for 
"getting  materials  together,"  and  with  interest  directed  at 
what  the  eater  would  like  to  know. 

Such  a  mixed  lot  of  expositions  may  contain  several  prod- 
ucts that  the  class  will  enjoy  hearing.  One  boy  has  made  a 
trick  boat  (without  using  a  paragraph  for  "assembling  mate- 


26  PILOT  BOOK  rOE 

rials")  that  would  tip  into  the  water  anyone  who  got  into 
it,  unless  he  knew  exactly  where  to  step.  Another  has  made 
a  mouse-trap  out  of  a  barrel  and  a  piece  of  stiff  paper.  Another 
has  told  of  a  submarine — made  out  of  a  wash-boiler — in  which 
he  explored  the  bottom  of  a  pond.  Such  original  contrivances 
should  be  invited :  ' '  Tell  about  something  in  such  a  way  that 
the  class  would  like  to  hear  it  read ;  don 't  tell  us  where  you 
bought  the  nails;  don't  make  your  account  sound  like  next, 
next,  next."    . 

So  much  for  the  first  set  of  compositions.  For  a  second  set 
the  assignment  may  again  be  "something  that  you  know 
about."  Eesults  will  probably  be  no  better,  for  some  of  the 
unusual  material  has  been  used  up.  A  third  set  may  be 
extracted  with  difficulty ;  pupils  are  getting  graveled  for  mat- 
ter. And  power  of  construction  is  not  being  increased;  the 
mental  muscles  are  not  getting  variety  of  exercise.  It  will 
probably  be  necessary  to  set  a  common  topic,  suggesting  an 
outline  rather  definitely,  which  pupils  may  follow  unless  they 
can  get  up  one  more  to  their  own  liking,  as  they  should  always 
be  urged  to  do. 

Many  of  the  subjects  below  are  of  a  scientific  nature ;  sci- 
ence is  becoming  increasingly  a  cultural  part  of  education. 
Subjects  of  this  kind  are  attacked  with  better  spirit  and  yield 
more  readable  themes  than  social  questions,  occupations,  proc- 
esses. Many  of  them  may  be  worked  out  in  storified  form. 
Each  will  require  presentation  by  the  teacher;  an  outline 
statement  of  the  facts,  hints  for  lively  touches,  a  scheme  for 
orderly  development  can  be  given  in  a  few  minutes.  This 
means  that  the  teacher  must  prepare  an  oral  recitation  that 
will  tell  in  simple  language,  concisely,  vividly,  the  interesting 
details — an  easy  task  compared  with  what  we  require  of  pupils ! 
— especially  since  every  library  has  so  many  books  of  popular 
science.  Scientific  accuracy  is  not  the  prime  consideration: 
some  exaggeration  or  embellishment  or  error  may  be  passed 
unchallenged  in  a  theme  that  proceeds  in  a  straight  line  with 
what  purports  to  be  explanation.  That  proper  sequence — that 
* '  straight  line ' ' — is  alpha  and  omega. 

What  is  a  volcano? 

a.  Not  a  boiling  of  the  molten  interior. 

b.  Wrinkling  and  sliding  of  the  earth's  crust. 


SENTENCE  AND  THEME  27 

c.  The  tremendous  heat  caused  by  such  friction. 

d.  Examples  of  results. 

e.  Volcanic  areas. 

A  shooting-star 

a.  Tramps  of  the  interstellar  spaces. 

b.  Their  speed  and  how  *  *  solid ' '  the  air  is  against  such  speed. 

c.  The  collision. 

d.  Some  meteors  pierce  our  armor  of  air. 

''What  is  a  cold?"  There  is  no  estimating  the  increase 
of  health  that  might  result  in  a  school  if  every  student  knew 
the  answer.  If  a  physician  with  a  knack  for  simple  exposition 
will  speak  on  this  subject  for  ten  minutes,  or  instruct  a  teacher 
how  to  speak,  he  can  benefit  his  community. 

The  story  of  yellow  fever 

a.  The  days  of  fumigating. 

b.  Mosquito  experiments. 

c.  and  d.  History  of  the  life  of  a  germ. 

Diphtheria  and  its  anti-toxin  is  a  really  romantic  chance  for 
exposition. 

The  biography  of  an  iceberg  is  a  suitable  topic  if  properly 
presented  to  the  class.  Much  more  interesting  is  the  life  of  a 
beetle.  So  few  children  know  that  an  egg  becomes  a  voracious 
grub  that  eats  and  bores  mightily,  which  becomes  a  mummy, 
which  metamorphoses  astonishingly  in  this  dead  state,  which 
emerges  as  a  beetle  that  never  grows  any  larger.  More  varied 
is  the  life  of  a  moth — from  jaws  and  hairy,  leggy  length  to 
short-lived,  fluttering  beauty.  A  chapter  of  the  life  of  a 
bee  (try  some  Maeterlinck)  is  too  wonderful  to  be  true.  A 
good  book  on  ants  or  wasps  is  a  south-sea  voyage  of  exposition. 

When  a  youth  first  gets  the  concept  of  a  tiny  world  in 
infinite  space,  he  receives  a  most  wholesome  mental  shock. 

a.  A  little  pellet,  infinitely  hot  a  few  miles  down,  sailing  through 

infinite  cold. 

b.  What  ''93,000,000  miles  to  the  sun"  means. 

c.  The  hugeness  and  heat  of  the  sun. 

d.  The  littleness  of  the  sun,  remoteness  from  its  fellow  suns. 


28  •  PILOT  BOOK  FOR 

Related  subjects  are  (1)  a  comet:  appearance,  size,  thin- 
ness, vast  orbit,  popular  fears;  (2)  knowing  what  time  it  is: 
by  my  watch,  which  depends  on  the  school  clock,  which  de- 
pends on  a  regulator,  which  depends  on  marvelous  clocks  at 
Washington,  which  are  (astronomically)  very  irregular,  which 
depend  on  observations  of  the  stars,  which  tell  us  what  time 
it  is. 

' '  How  America  got  its  name  "  is  an  odd  chapter  of  history. 
The  data  are  given,  in  complicated  form,  in  Fiske's  Discovery 
of  America,  vol.  II,  pages  136-144.  A  teacher  who  presents 
these  simply  and  vividly  will  perform  more  than  one  kind  of 
service. 

Such  a  book  as  Keller  and  Bishop's  Commercial  Geog- 
raphy will  perform  several  similar  services  if  parts  of  certain 
chapters  are  read  aloud :  on  rubber,  on  wheat,  on  cotton. 

Of  a  more  homely  kind  are  (1)  ''a  squeeze  play":  state 
clearly  each  step  in  an  inning  that  leads  to  such  a  play,  the 
situation  when  the  running  begins,  advantages  of,  danger  of, 
an  account  of  a  particular  one  or  two.  (2)  ''What  makes  a 
ball  curve?"  Physicists  have  labored  long  to  explain,  but 
probably  a  good  teacher  of  physics  can  give,  with  illustrations, 
an  exposition  that  high-school  pupils  can  reproduce.  He  may 
preface  by  saying  that  thirty  years  ago  the  professors  denied 
the  possibility.  The  puzzle  is  a  very  curious  one.  The  ' '  spit- 
ball"  has  been  written  up  in  Collier's.  (3)  "The  domino 
trick."  The  performer  leaves  the  room  while  a  set  of  domi- 
noes is  matched  up  on  the  table ;  he  can  call  out  the  numbers 
at  the  ends  of  the  row.  He  enters  again,  looks  over  the  domi- 
noes, turns  some  upside  down,  jumbles  them,  and  again  retires ; 
again  he  can  call  the  end  numbers.  He  can  repeat  ad  lib. 
The  explanation  is  that  each  time  he  extracts  (unnoticed)  one 
domino ;  the  number  of  spots  on  each  end  of  this  will  always 
be  the  numbers  at  the  ends  of  the  set-up  row  on  the  table. 
(4)  Real  sparks  can  be  struck  from  the  boys  of  a  class  by 
requiring  an  answer  to  this  question :  ' '  There  is  a  runner  on 
second  and  one  on  third,  none  out ;  the  runner  from  third  tries 
to  go  home,  sees  he  can't  make  it,  gets  back  safely  to  third; 
meantime  the  runner  from  second  has  reached  third ;  both  men 
•are  touching  the  bag ;  the  third-baseman  tags  each.  Which  is 
out  ? ' '  Most  boys  think  the  runner  from  third  has  been  ' '  forced 
off"  and  is  therefore  out,  but  technically  he  is  entitled  to  the 


SENTENCE  AND  THEME  29 

base  till  he  has  reached  the  next  base.  There  is  no  such  thing 
as  being  ''forced  off,"  and  the  runner  from  second  is  out. 
The  play  has  happened  and  been  decided  in  professional  base- 
ball. Pupils  should  not  be  told  the  right  solution ;  their  task 
is  to  make  a  complete  and  accurate  statement  of  the  play  (where 
the  ball  was  hit,  how  fielded,  etc.)  and  to  close  with  a  clean-cut 
reason  for  deciding  which  man  is  out.  A  theme  with  the  right 
answer  may  be  worth  zero ;  one  with  the  wrong  answer  may  be 
worth  100. 

COMMENTS  ON  LESSONS  AND  THEMES 

It  is  hoped  that  the  following  comments  will  not  appear  an 
impertinence.  The  writer 's  aim  is,  not  to  obtrude  his  opinions 
or  recommend  his  own  practice,  but  to  furnish  explanations  of 
his  design,  so  that  teachers  may  have  clearer  notions  of  how 
to  use  or  vary  or  depart  from  that  design. 

The  directions  call  for  written  work  to  be  prepared  by 
pupils  every  day,  and  these  directions  are  specific.  Such 
changes  as  are  made  by  a  teacher  to  fit  his  own  needs  should 
therefore  be  clearly  announced  to  the  class.  The  lessons  as 
they  stand  in  the  book  are  supposed  to  require,  for  study  of 
text  and  preparation  of  written  work,  about  three-quarters  of 
an  hour.  Some  will  require  over  an  hour  if  the  full  exercise 
is  assigned. 

Pupils  are  likely  to  get  a  firmer  grasp  of  a  lesson  if  they 
write  out  the  exercises  than  if  they  merely  prepare  for  oral 
recitation.  The  burden  of  correcting  so  many  papers  can  be 
lightened  in  two  ways:  1.  By  hearing  recitations  read  from 
the  papers.  Such  recitations  go  more  rapidly,  cover  more 
ground,  than  when  there  is  pausing  to  think  out  an  answer. 
2.  By  grading  papers  on  only  a  fraction  of  the  work.  Practice 
will  make  it  possible  to  look  at  certain  words  or  sentences  on 
each  of  a  set  of  long  papers  in  a  surprisingly  short  time.  If, 
for  instance,  a  class  has  written  out  a  list  of  all  the  predicate 
nominatives  in  34  sentences,  it  is  better  teaching  to  see  all 
the  papers,  grading  on  the  basis  of  sentences  7, 17,  and  27,  than 
not  to  report  to  the  class  on  their  papers. 


30  PILOT  BOOK  FOB 

LESSON  1 

The  plan  of  recitation  implied  in  the  text  is  this: 

1.  When  the  class  enters,  it  sees  on  the  board  a  question — e.g.: 

How  would  a  business  man  talk  to  a  poor  speller? 
— Six  minutes 

Pupils  are  told  that  they  must  not  write  hurriedly,  must  not  jot  down 
memoranda,  must  not  scribble  at  random.  They  are  to  write  a  brief 
paragraph — leaving  a  margin  at  the  left  and  indenting.  They  must  write 
in  complete  sentences,  and  must  not  use  abbreviations.  They  had  best 
use  one  minute  for  planning  what  they  are  going  to  say,  four  minutes  for 
writing,  and  one  minute  for  reading  over  what  they  have  written.  They 
must  be  definite;  vagueness  is  the  greatest  fault.  It  is  better  to  give  two 
definite  details  in  four  carefully  written  lines  than  to  scribble  a  page  of 
*'the  general  idea." 

2.  When  time  is  up,  several  sentences  will  be  dictated  for  spelling 
—e.g. : 

(1)  Every  once  in  a  while  he  asks  if  I  have  enough  money.  (2) 
Weren't  you  surprised  to  see  him  stretch  his  hand  toward  the  crowd? 
(3)  This  sentence  meant  nothing  to  my  friend  before  a  comma  was  put 
in;  then  he  got  the  sense  of  it.  (4)  I  believe  that  he  is  too  timid  to  go 
across  the  fields  alone  at  night. 

The  class  should  be  told  to  put  a  question  mark  after  the  second 
sentence,  and  to  use  a  semicolon  in  the  third.  It  will  be  well  also  to  have 
written  on  the  board  tyereTi'*,  comma,  timid,  fields,  so  that  the  class  may 
copy  the  correct  forms. 

Dictation  should  never  be  hurried.  The  class  should  listen  to  the 
entire  sentence  before  beginning  to  write;  then  the  sentence  should  be 
dictated  in  two  or  three  or  four  word-groups;  no  punctuating  according 
to  this  grouping  should  be  tolerated;  all  necessary  punctuation  should  be 
dictated  until  the  class  has  had  drill  in  the  principle  involved.  After  the 
writing  is  completed  another  slow  reading  is  advisable  for  ' '  checking  up. ' ' 

3.  The  teacher  had  best  assume  that  there  will  be  no  errors.  If  by  a 
miracle  there  are  none,  the  class  will  not  feel  that  it  has  done  anything  to 
be  proud  of;  if  there  are  many  errors — the  class  will  get  the  point. 

4.  The  rest  of  the  period  may  be  spent  in  a  quiz  on  the  text,  and  in 
giving  out  short  sentences  for  oral  spelling: 

He  wouldn  't  have  gone  if  he  had  Tcnovm. 
I'm  very  tired. 
Don't  do  that  again. 
He  has  a  weak  heart. 

5.  In  assigning  the  next  lesson  the  teacher  should  announce  definitely 
any  changes  he  wishes  to  make  in  the  directions  as  printed  in  the  Exercise. 

LESSON  2 

Sentences  for  dictation  are  suggested  merely  because  they  may  save 
time  for  some  teachers.  It  may  be  well  to  have  on  the  board  for  refer- 
ence people,  something,  gate,  key,  appear,  used  to,  remedy,  change. 


SENTENCE  AND  THEME  31 

1.  At  the  beginning  of  the  play  two  people  are  arguing  about  some- 
thing that  happened  the  night  before.  2.  We  were  stopped  by  a  gate 
that  barred  our  way,  but  a  small  boy  appeared  with  a  key  and  opened  it. 
3.  The  idea  of  omitting  a  final  e  had  never  occurred  to  him  before,  but  he 
is  becoming  used  to  it.  4.  We  are  hoping  that  he  will  be  benefited  by 
using  this  simple  remedy.  5,  When  he  was  writing,  he  preferred  to  have 
the  light  shining  from  his  left,  and  so  I  offered  to  change  seats. 

The  writer 's  practice  has  been  to  dwell  on  the  regular  words  for  dic- 
tation tests,  seldom  giving  the  exceptional  forms.  And  he  has  usually 
found  that  the  commoner  forms  are  harder  than  those  that  are  less 
known — e.g.,  occurred  is  likely  to  be  missed  oftener  than  repeU^^d.  This 
is  probably  because  there  is  a  long-established  habit  of  ''occu^ed"  but 
no  such  habit  of  'repeled."     "The  easiest  words  are  hardest." 

The  recitation  period  can  be  usefully  occupied  by  sending  one  pupil 
at  a  time  to  the  board  to  recite  on  a  verb  form  according  to  so'ne  such 
demands  or  questions  as  these:  (1)  Write  shovel.  How  many  conditions 
must  be  true  if  a  final  consonant  is  to  be  doubled?  Name  them.  Is  the 
first  true  of  shovel?  Is  the  second  true?  Is  the  third?  Should  the  I  be 
doubled  in  shoveling?  (2)  Write  despair.  Name  the  three  conditions 
for  doubling.  Is  the  first  one  true  of  despair?  Is  the  second?  Should 
you  double,  or  not?  Write  despairing.  (3)  Write  soften.  Where 
is  the  accent?  Pronounce  it — force  your  tongue  to  pronounce  it — with 
the  accent  on  the  last  syllable.  Should  you  double  if  the  accent  is  on  the 
first  syllable?  Write  softening.  (4)  Write  become.  What  must  be  done 
before  adding  ing?    Erase  the  e.    Add  ing,  attaching  the  m  to  the  i. 

Many  pupils  have  no  conception  of  the  terms  "accent"  or  "stress," 
but  they  are  sensitive  to  the  fact  of  accent.  Thus  a  boy  may  say  that 
broaden  is  accented  on  the  last  syllable;  tell  him  to  "hit"  the  den  with 
his  voice;  he  may  be  unable  to  do  this;  then  say  for  him  "broaden," 
"broadenning."  (Unless  your  experience  is  different  from  the  writer's, 
do  not  put  that  wrong  form  on  the  board.) 

A  squad  may  be  sent  to  the  board  to  put  on  their  sentences.  The 
underlining  to  indicate  italics  should  be  insisted  on. 

A  whole  hour  spent  on  this  sort  of  drill  will  be  time  valuably  used. 
Indeed  an  hour  will  be  all  too  short.  The  subject  will  need  review  many 
times.  * '  It  has  been  my  privilege, ' '  writes  one  wise  teacher,*  * '  to  follow 
one  pupil  through  the  four  years'  course  of  English  with  the  one  word 
benefiting,  only  to  be  compelled  to  explain  the  derivation  and  the  rule 
for  doubling  ten  times  to  the  same  individual  during  the  fourth  year." 

The  only  exception  to  this  rule  for  doubling  a  final  consonant  is 
chagrined.  Handicapped,  kidnapped,  etc.,  have  a  doubled  consonant  be- 
cause of  the  strong  secondary  accent  on  the  last  syllable.  Combated  is 
not  exceptional  (as  stated  in  the  Chicago  Manual  for  Writers) ;  the  t  is 
single  because  the  dictionaries  have  asserted  that  the  verb  is 'accented  on 
the  first  syllable. 

LESSON  3 

Suggested  sentences  for  dictation: 

1.  I  stayed  at  my  seat  and  studied  algebra;  then  I  played  tennis. 


•Ida  M,  Daly,  Advanced  Rational  Speller. 


32  ,    PILOT  BOOK  FOE 

2.  When  he  loses  control  of  himself,  he  cries ;  however,  that  does  not  prove 
that  he  is  a  coward.  3.  She  tries  to  make,  him  break  his  promise,  but  he 
insists  on  writing  to  his  uncle.  4.  Lying  on  the  door-step  was  the  very 
bill  with  which  he  had  paid  his  debt;  he  wondered  how  long  it  had  lain 
there.  5.  He  was  tying  up  a  number  of  parcels  that  were  piled  upon  his 
desk.  6.  The  boy  hurries  through  the  crowd,  not  knowing  that  his  father 
is  pursuing  him. 

On  the  board  may  be  put  tennis,  however,  does,  coward,  promise,  in- 
sists, uncle,  door-step,  deht,  parcels.  Emphasis  should  be  put  on  the  semi- 
colons and  the  comma  before  hut. 

The  principles  and  groups  of  words  may  well  be  gone  over  three  or 
four  times.  Particularly  useful  will  be  repetitions  of  ''lose,  move,  and 
prove, "  ' '  laid,  paid,  and  said, ' '  cries  and  tries,  tying,  the  principal  parts 
of  lie.  The  past  tense  lay  is  almost  unknown  to  our  youth,  and  lain  is 
extinct  in  their  vocabulary.  The  majority  of  the  class  will  not  learn 
Lesson  3  thoroughly  in  one  recitation  (though  their  papers  for  the  day 
may  be  errorless),  but  a  good  beginning  can  be  made  with  even  the  most 
backward  pupils. 

LESSON  4 

Any  changes  of  the  directions  given  in  the  text,  or  any  additions  to 
them,  should  be  definitely  announced.  How  do  you  wish  themes  folded? 
Where  should  the  name  of  the  writer  be?  Is  any  dating  or  heading  re- 
quired? Must  themes  be  written  in  ink?  In  a  book?  On  any  particular 
kind  of  paper? 

LESSON  5 

In  "ten  o'clock,"  ten  is  really  the  noun,  modified  by  the  coalesced 
phrase  o'clocTc;  but  no  time  should  be  spent  in  dwelling  upon  this  oddity, 
nor  should  it  be  marked  an  error  if  o  'clock  has  been  called  a  noun. 

The  most  useful  topics  for  a  written  test — because  they  will  refer  to 
some  sentence-errors  on  the  first  theme — are  ''The  importance  of  semi- 
colons" and  "Why  we  study  grammar."  The  semicolon  campaign  can- 
not be  begun  too  early  nor  pursued  too  vigorously.  If  there  is  time  to 
spare  in  this  recitation  after  all  the  nouns  and  verbs  have  been  disposed 
of,  the  class  will  profit  by  the  following  kind  of  exercise  (announced  as 
referring  to  the  first  theme).  Write  on  the  board  a  number  of  short, 
simple  sentences: 

1.  It  is  ten  o'clock. 

2.  Then  it  began  to  rain. 

3.  He  couldn  't  understand  the  signal. 

Call  attention  to  them  as  complete  statements,  beginning  with  a  capital 
and  ending  -^ith  a  period.     Then  just  to  the  left  of  these  write : 

1.  We  ought,  to  be  going. 

2.  For  several  minutes  there  was  not  a  breath  of  air. 

3.  The  motorman  was  puzzled. 

Then  explain  that  since  the  first  two  are  ' '  closely  connected  in  meaning, ' ' 
we  can  express  the  sense  better  by  using  a  semicolon  and  a  small  letter. 
Erase  the  periods  and  capitals  and  substitute.     Emphasize  the  idea  that 


SENTENCE  AND  THEME  33 

commas  will  not  answer,  that  they  are  * '  not  strong  enough ' '  to  separate 
two  statements  that  are  as  a  matter  of  grammar  independent.  Say  that  it 
and  then  are  the  two  words  that  we  should  be  most  wary  about.  Urge 
them  to  take  pains  to  use  such  semicolons. 

In  assigning  Lesson  6  what  added  directions  have  you  to  give  as  to 
the  model  to  be  followed?  May  pupils  have  two  or  three  columns  on  one 
page?  The  writer  finds  that  his  time  and  patience  are  conserved — and 
the  pupil  better  taught — if  papers  are  required  to  be  perfectly  uniform  in 
arrangement.  ' '  Number  to  correspond ' '  is  the  command  that  facilitates 
the  grading  of  papers. 

Comments  on  Exercise.  I.  Verbs:  climbed,  ran,  waited,  was, 
brought,  seemed,  passes,  honked,  scuwied,  were  sharpened  (though 
sharpened  may  be  called  a  mere  participle,  and  were  the  verb),  caught. 
II.  Nouns:  moon,  sky,  minutes,  ten,  night,  air,  movement,  life,  ears, 
footfalls,  rabbit,  path,  steps,  streets,  traveler,  window,  wedge,  geese, 
heads,  way.  South,  mice,  leaves,  ears,  air,  squeaks.  III.  The  two  places 
are  after  afraid  and  after  leg.  (There  should  be  a  comma  and  a  small 
letter  after  around.) 

LESSON  6 

The  writer  believes  that  committing  the  lists  of  pronouns  to  memory 
is  wasting  time. 

In  assigning  Lesson  7  it  may  be  well  to  say  that  the  personal  pro- 
nouns, especially  its  and  their,  will  be  included  in  the  spelling  test. 

The  class  should  be  habituated  to  giving  *Hhe  whole  verb*' — is 
dropped,  should  fail,  would  burst.  These  should  not  be  called  ''com- 
pound" verbs,  for  that  term  must  be  reserved  for  the  two  or  more  verbs 
that  have  a  common  subject.  They  may  be  called  ''phrasal"  verbs  or 
"verb  phrases,"  but  it  is  better  to  call  them  just  "verbs,"  to  get  the 
class  accustomed  to  "the  whole  verb."  The  converse  idea — "nothing 
but  the  verb" — should  be  insisted  on  from  the  beginning;  pupils  are 
prone  to  include  predicate  adjectives  and  adverbs,  as  in  was  warm,  got  up. 
See  further  comment  under  Lesson  8  below. 

Useful  preliminary  work  can  be  done  by  warning  the  class  against 
such  mere  participles  as  "Jackson  riding,"  "messenger  telling." 

To  say  in  the  lesson  so  insistently  that  participles  and  infinitives  are 
not  verbs  may  seem  like  dogmatism.  As  an  academic  question  it  might 
be  argued  that  verbals  are  parts  of  the  verb,  are  verb  forms — that  in  a 
sense  they  are  verbs.  The  writer  has  not  the  least  interest  in  asserting 
or  denying  a  mere  definition.  If  he  were,  he  would  quote  the  Century 
Dictionary  (see  under  verb):  "Infinitives  and  participles  are  not 
verbs."  The  writer  is,  however,  earnestly  interested  in  a  method  of 
teaching  American  youth  what  a  sentence  is.  They  will  never  be  on 
firm  ground  until  they  realize  the  essential  difference  between  the  verb 
that  makes  a  predication  and  the  verbal  that  cannot  predicate.  To  go 
into  these  niceties  of  definition  with  a  class  is  merely  to  cause  perplexity 
without  imparting  knowledge.  The  way  of  wisdom  (and,  incidentally, 
of  perfectly  sound  scholarship)  is  to  insist  from  the  beginning  that 
' '  verbals  do  not  make  statements ' ' — that  they  are  not  verbs. 

Comments  on  Exercise.  1.  line  goes.  2.  sun  rose.  3.  we  came, 
troubles  began,  negroes  called,  we  were.    4.  to  stay  was,  to  avenge  was. 


34  PILOT  BOOK  FOR 

5.  chance  is.  6.  pleasure  was.  7.  smell  was  rising.  8.  Tilton  stood. 
9.  messenger  had  come.  10.  they  sank,  waters  smoothed  and  left.  11. 
Queen  was  recovered,  anglers  reached.  12.  sign  was.  13.  bruit  came. 
14.  motion  is,  slowness  can  see.  15.  fortress  was.  16.  sting  is.  17.  diflSi- 
culty  is,  it  seems.  18.  hunters  carry,  powder  is  poured,  bullet  is  droppea, 
stock  is  struck,  work  is  done.  19.  danger  is.  20.  blow  should  fail,  bullet 
should  start  and  roll,  gun  would  burst.  21.  hand  and  casualties  have  been. 
22.  hunters  make,  this  increases. 

LESSON  7 

Nearly  all  pupils  think  of  any  word  after  a  verb  as  an  "object." 
That  mere  position  always  means  ''object"  to  them.  An  object  after 
the  verb  is  so  regularly  recited  correctly  that  the  matter  requires  little 
emphasis.  Indeed,  it  ought  almost  to  be  kept  out  of  sight.  What  needs 
infinite  emphasis,  what  pupils  should  be  told  to  think  of  first,  is  predi- 
cate nominative.  That  is  the  hardest  subject  in  grammar.  Inexperi- 
enced teachers  may  be  deceived  because  this  lesson  goes  easily.  Expe- 
rienced teachers  will  expect  the  whole  battle  for  predicate  nominative  to 
come  after  the  class  has  had  objects. 

Suggestions  for  spelling  dictation  (have  on  the  board  don't,  guide, 
basement,  couldn't,  calmly) : 

1.  Don't  be  too  sure  that  everything  is  all  right.  2.  At  last  the 
guide  led  us  to  their  basement ;  in  fact,  he  took  us  two  stories  below  the 
basement.  3.  He  was  quite  satisfied  except  in  one  way;  he  couldn't  get 
used  to  that  short  lunch-hour  of  theirs.  4.  In  spite  of  his  quiet  tone  we 
knew  that  he  was  too  angry  to  talk  calmly.  5.  Are  the  buttons,  needles, 
etc.,  all  there?    Is  everything  in  its  place? 

Comments  on  Exercises.  1.  He  sub.,  secretary  p.  n.  2.  sword  sub. 
^.  answer  sub.,  sample  p.  n.  4.  cap  sub.  of  can  be.  5.  cottage  sub.,  kind  p.  n. 

6.  hitch  sub.  7.  obedience  sub.,  duty  p.  n.  8.  Bob  sub.  of  was,  fellow  p.  n., 
he  sub.  9.  muff  sub.,  thing  p.  n.,  we  sub.  10.  decision  sub.,  disappointment 
[).  n.  11.  inhabitants  sub.,  race  p.  n.  12.  idea  sub.  of  entered.  13.  home  sub. 
of  was  (calm  and  quiet  are  predicate  adjectives,  not  required  in  this  les- 
son). 14.  friends  sub.  15.  something  sub.  16.  Alderman  Popkins  sub.,  one 
p.  n.  17.  air  sub.  18.  bat  sub.,  mitt  sub.  19.  store-keeper  sub.  20.  man  sub., 
giant  p.  n.  21.  house  sub.  of  is,  place  p.  n.  22.  man  sub.,  thief  p.  n., 
he  sub.  23.  bed  sub,,  item  p.  n.  24.  coat  sub,,  pair  sub.  25.  orchard  sub., 
city  p.  n.,  orchard  sub.,  orchard  and  bushes  sub.  of  meet,  apple-tree  p.  n. 
after  is,  home  p.  n.  after  has  been  (The  where  clause  is  the  sub.  of  is, 
and  the  relative  that  is  the  sub.  of  has  been,  but  the  class  is  not  prepared 
for  these.)  26.  Morin  sub.,  purchase  sub.,  transaction  p.  n,  27,  proces- 
sion sub.  28,  circle  sub.  29.  yell  sub.  30.  animal  sub.,  Gila  Monster  p.  n. 
(Animal  might  be  called  the  p.  n.;  the  question  is  a  very  subtle  one.) 
31.  snakes  sub.,  enemies  p.  n.  32.  cause  sub.,  failure  p.  n.  33.  mass  sub., 
scars  sub. 

,      .       LESSON  8 

There  is  no  generally  accepted  program  of  teaching  transitive  and 
intransitive.  The  normal  plan  seems  to  the  writer  to  be  this:  Since  we 
know  that  a  verb  is  transitive  active  only  by  knowing  that  it  has  a  direct 


SENTENCE  AND  THEME  35 

object,  pupils  should  be  taught  about  objects.  This  may  be  illogical, 
may  seem  a  wrong  order  to  the  psychologist ;  but  is  effective  in  practice. 
Pupils  readily  learn  what  an  object  is;  then  they  can  be  taught  that  a 
verb  which  has  an  object  is  transitive  active. 

Phrasal  verbs  are  further  explained  in  succeeding  lessons.  They  will 
not  be  fully  understood  until  the  class  has  studied  predicate  adjectives, 
prepositions,  adverbs,  infinitives,  gerunds,  and  participles.  The  notion  of 
what  a  verb-phrase  is  may  well  be  built  up  slowly  by  occasionally  calling 
attention  to  the  matter.  If  a  lesson  in  the  subject  is  desired  at  this 
point,  the  verbs  in  the  classified  sentences  in  the  Appendix  (Nos.  165-206) 
are  adapted  to  the  purpose. 

Comments  on  Exercise.  Only  two  objects  are  given.  Since  stu- 
dents are  prone  to  call  everything  an  object,  it  is  well  to  give  objects 
sparingly  and  to  keep  attention  centered  on  predicate  nominative.  1.  Mar- 
garet sub.,  pupil  p.  n.  2.  Gerard  sub.  3.  Dominicans  sub.,  order  p.  n. 
4.  club  sub.  5.  Pedro  sub.,  companion  p.  n.  6.  hand  sub.,  owl  sub. 
7.  grandmother  sub.,  deal  obj.  8.  he  sub.  9.  this  sub.,  side  p.  n.  10.  thing 
sub.,  eating  p.  n.  11.  he  sub.  of  two  verbs,  mouth  obj.  of  opened,  Pep- 
perell  sub.  of  two  verbs.  12.  ants  sub.,  people  p.  n.  13.  Loss  sub.,  calamity 
p.  n.,  he  sub.,  philosopher  p.  n. 

LESSON  9 

The  writer  has  found  that  he  always  removes  a  big  stumbling  block 
from  the  path  of  progress  in  verbs  when  he  removes  ''has  an  object" 
from  the  definition  of  transitive.  He  insists  from  the  outset  that  pupils 
who  have  associated  "object"  with  transitive  must  get  rid  of  the  notion. 
For  a  transitive  passive  verb  has  no  object;  one  of  the  stubbornest  con- 
tests in  grammar  is  to  annihilate  the  ' '  object  of  a  passive. ' '  The  exi- 
gencies of  warfare  forced  the  writer  to  the  procedure  outlined  in  the  text. 

1.  Find  the  subject. 

2.  Is  the  subject  acted  on?    If  so,  the  verb  is  transitive  passive. 

3.  Is  the  subject  acting?    If  so,  we  must  take  the  fourth  step. 

4.  Is  there  an  object?    If  there  is,  the  verb  is  transitive  active. 

5.  If  there  is  no  object,  the  verb  is  intransitive. 

Transitive  active  is  easy.  The  struggle  is  to  distinguish  between  passive 
and  intransitive. 

Some  grammars  imply  ** intransitive  active,"  though  they  do  not 
say  it.  This  does  not  confuse  adult  minds,  but  it  betogs  the  minds 
of  pupils  and  wrecks  the  nerves  of  teachers.  The  writer  never  tolerates 
it  in  class.  He  insists  that  a  transitive  verb  is  always  in  either  the 
active  or  the  passive  voice,  that  an  intransitive  verb  has  no  voice. 

A  teacher  is  always  capable  of  better  work  as  soon  as  he  realizes  that 
in  his  own  mind  he  cannot  tell  whether  a  verb  is  transitive  or  intransitive 
until  he  has  first  observed  whether  the  subject  is  acting  or  being  acted  on. 

Many  teachers  whose  grammatical  notions  are  founded  on  Latin  do 
not  realize  that  in  English  an  intransitive  verb  hardly  exists.  Many 
textbooks  express  the  notion  that  ''most  intransitives  in  English  may 
also  be  used  transitively."  But  the  only  rational  procedure  with  a  class 
is  to  state  the  fact  just  the  other  way  round:     "Most  English  verbs  are 


36  PILOT  BOOK  FOR 

used  both  transitively  and  intransitively;  we  do  not  know  about  a  verb 
until  we  see  it  in  a  sentence. ' '  How  true  this  form  of  statements  is  may 
be  gaged  by  an  assertion  in  a  recent  good  text  that  ''roared  what?" 
would  be  an  absurdity,  and  that  cough,  drift,  and  listen  ' '  admit  no 
object";  yet  transitive  uses  of  each  of  these  verbs  are  listed  in  the 
Century.  And  even  though  the  Century  gives  no  examples  of  vanish  and 
happen  used  transitively,  it  is  unsafe  to  assert  that  they  are  by  nature 
incapable  of  taking  an  object.  It  is,  however,  safe,  wise,  and  eternally 
necessary  to  insist  that  no  part  of  to  be  ever  takes  an  object. 

Comments  on  Exercise.  1.  ran  intr.,  was  intr.  2.  was  startled 
pass.  3.  slept  intr.  4.  is  intr.  5.  has  been  picked  pass.,  is  taken  pass. 
6.  failed  intr.,  was  parched  pass.,  shrank  intr.,  filled  act. 

Suggestions  for  spelling  dictation  (have  on  the  board  opportunity, 
motorman,  sorrow)  :  1.  I  am  too  busy  now  to  tell  stories.  2.  The  busier 
a  man  is,  the  happier  he  is.  3.  They  quit  school  at  the  earliest  oppor- 
tunity and  go  into  business.  4.  Luckily  for  us  the  motorman 's  clumsiness 
did  not  cause  the  heavily  loaded  car  to  leave  the  track.  5.  Though  lone- 
liness may  not  make  him  happier,  may  it  not  make  his  sorrow  easier  to 
bear? 

LESSON  10 

In  the  Exercise  is  an  intimation  that  abbreviations  may  well  be  used 
in  preparing  written  grammar  lessons  (''if  you  write  out  modifies  in 
full").  Abbreviations  save  time  for  the  pupil,  so  that  he  can  do  a  longer 
assignment;  they  are  perfectly  intelligible  to  the  teacher.  That  is  the 
argument  for.  The  argument  against  is  shown  in  the  College  Entrance 
Board 's  Document  No.  80,  in  which  candidates  are  advised  that  ' '  mod. '  * 
is  not  a  customary  form,  and  that  the  Board  prefers  to  have  answers 
written  out  in  full.  If  a  class  is  allowed  to  abbreviate,  it  should  be 
warned  that  it  is  merely  being  indulged  in  a  doubtful  way  in  order  to 
save  time. 

Comments  on  Exercise.  One  in  the  first  line  and  many  in  the 
fifth  are  not  adjectives,  but  pronouns  modified  by  the  of  phrases.  One 
is  a  p.n.,  and  many  is  the  obj.  of  with.  1.  hundred  and  square  kilometers, 
great  glaciers.  2.  strangest  battlefield.  3.  no  and  better  idea,  this  and 
homely  comparison,  loose,  jagged,  and  splintered  rock,  white  glue.  •  4. 
rocky  points.  5.  glacial  peaks,  eternal  ice.  6.  two  hours.  7.  rugged  crag, 
that  day  {red  and  lustrous  strictly  modify  that,  not  crag;  but  the  class  ' 
is  not  prepared  for  this),  sheer  and  dark  crag.  8.  none.  9.  Maytime  sun. 
10.  forty  and  tough  miles,  record  time.  11.  fit  modifies  they;  0.  K.  modi- 
fies feet,  as  a  pred..  adj.  after  to  be;  this  day's  (though  there  is  really 
no  way  to  tell  in  English  whether  this  modifies  day 's  or  run) .  12.  twenty 
miles.  13.  three  minutes,  black  sun  (a  predicate  adj.).  14.  last  mile, 
twenty  miles,  hardest  and  heart-breaking  uphill. 

The  class  should  now  understand  that  the  common  and  "easy" 
words  of  previous  lessons  may  at  any  time  be  included  in  the  sentences 
dictated  for  a  day 's  spelling  exercise.  Teachers  must  be  cautious,  and 
to  some  extent  lenient;  but  there  must  be  no  leniency  in  the  case  of 
review  words  that  have  had  special  emphasis  in  class.     If,  for  example. 


SENTENCE  AND  THEME  37 

several  pupils  missed  led  (Lesson  7)  and  if  it  was  dwelt  upon  in  class, 
it  should  be  slipped  into  the  dictation  for  several  subsequent  lessons.  In 
the  following  suggested  sentences  for  Lesson  10  are  included  meant  and 
surprise  from  Lesson  1,  occurred  and  writing  from  Lesson  2,  cries  and 
lose  from  Lesson  3.  1.  Archie  meant  to  surprise  his  parents  with  a 
basket  of  luscious  peaches.  2.  It  had  not  occurred  to  him  that  they 
would  be  suspicious  of  such  a  glorious  present.  3.  The  policeman  was 
unconscious  of  the  cries  of  the  frightened  child.  4.  By  writing  a  letter 
to  a  famous  author  you  cannot  lose  anything,  and  you  may  gain  an 
autograph. 

LESSON  11 

Pupils  are  with  difficulty  persuaded  to  insert  these  necessary  hyphens 
in  compound  adjectives.  Convincing  examples  of  the  need  of  hyphens 
can  be  found  in  nearly  any  set  of  themes.  Pupils  who  are  most  careless 
in  this  regard  are  often  the  very  ones  who  persist  with  the  needless  hyphen 
in  today  and  the  erroneous  hyphens  in  together,  witlwut,  etc. 

Comments  on  Exercise.  The  directions  to  **  insert  necessary  com- 
mas'* apply  simply  to  the  pairs  of  compound  adjectives  in  nos.  5  and 
11.  To  have  printed  these  commas  would  have  been  to  help  the  student 
too  much.  A  comma  is  not  needed  in  no.  5  between  well-Tcnown  and 
down-town,  since  these  are  not  co-ordinate  in  value;  nor  between  gray- 
colored  and  adohe  in  no.  11,  for  the  same  reason.  1.  down-hill,  low- 
priced.  2.  gray-bearded,  easy-going,  real-estate.  3.  sleeve-valve,  high- 
priced.  5.  seedy-looking,  well-known,  down-town,  self-possessed,  well- 
dressed,  well-to-do.  6.  twenty-five-mile,  fast-growing,  ten-story.  8.  self- 
respecting,  over-anxious,  ill-fitting.  9.  dark-haired,  brown-eyed,  twenty- 
three-dollar.  10.  bilious-looking,  high-pitched,  Punch-and-Judy.  11.  mud- 
coated,  sun-baked,  gray-colored.  12.  rim-fire.  13.  give-and-take,  good- 
natured.  14.  old-fashioned,  new-fangled.  15.  clean-cut,  out-of-doors. 
17.  blood-red,  rose-colored.  18.  hook-and-ladder,  ten-minute.  19.  bubble- 
like, mosquito-pTOof.  20.  well-known,  loop-the-loop,  seventy-foot,  four- 
foot. 

THEME  5 

A  Buffalo  woman  had  exactly  this  experience  in  her  oTra  city. 

LESSON  12 

Comments  on  Exercise.  1.  easily  remove.  2.  ever  been  done, 
rarely  are  prepared.  3.  then  went,  out  went,  in  dived,  headlong  dived. 
4.  sometimes  could  see,  not  see;  would  loom  is  modified  by  again,  up, 
grimly,  away,  and  inland  {far  really  modifies  away).  5.  often  seemed 
(little  to  care),  occasionally  would  gobble,  ravenously  would  gobble.  6. 
went  is  modified  by  naturally,  forward,  and  unfalteringly ;  surely  knew, 
never  return  {alive  is  a  predicate  adjective).  7.  stood  is  modified  by 
thereupon,  up,  and  more  {once  really  modifies  more,  but  this  is  a  sub- 
tlety) ;  spolce  is  modified  by  vehemently  and  again;  deeply  had  been 
grieved. 

Suggestions  for  spelling  dictation  (have  on  the  board  alley,  grape- 
fruit, dozen) :    1.  Nevertheless,  I  disagree  with  him  altogether  and  shall 


38  PILOT  BOOK  FOR 

be  disappointed  if  I  have  to  wait  until  the  end  of  the  week.  ( This  bring- 
ing in  of  shall  is  an  example  of  how  the  spelling  dictation  may  be  made 
to  teach  idiom.)  2.  There,  without  saying  a  word,  he  disappeared  into  a 
narrow  alley.  3.  They  almost  always  walked  home  together.  4.  Al- 
though grape-fruit  used  to  be  sold  for  fifteen  cents  apiece,  they  are 
already  down  to  a  dollar  a  dozen. 

LESSON  13 

The  distinction  between  "modal"  adverbs  and  conjunctions  may 
seem  ill-advised,  considering  that  many  rhetorics  and  grammars  call  still, 
moreover,  nevertheless,  etc.,  conjunctions.  If  the  writer  were  disposed  to 
argue  this  matter  as  a  scholastic  question,  he  could  make  out  quite  a  case 
by  citing  the  inconsistencies  of  classification  that  appear  in  the  Century, 
where  still  and  moreover  are  entered  only  as  adverbs,  and  nevertheless  is 
entered  only  as  a  conjunction. 

But  such  academic  bickerings  have  no  place  in  discussions  of  high- 
school  work.  "We  are  concerned  only  with  those  plain  and  fundamental 
distinctions  that  are  of  direct  importance  in  teaching  young  people  to 
avoid  sentence-errors.  The  difference  between  while  and  however  is  pre- 
cisely such  a  distinction — of  the  greatest  moment  in  teaching  sentence- 
structure;  while  may  be  used  with  a  comma,  but  a  however  that  intro- 
duces a  clause  must  never  appear  with  that  weak  mark  before  it.  Gram- 
marians and  business  colleges  and  university  examiners  are  all  agreed 
that  a  comma  there  is  the  primal  sin  in  composition.  The  textbook  that 
lists  while,  however,  and  moreover  as  conjunctions  will  infallibly  put 
that  semicolon  before  moreover  in  its  illustrative  sentence.  Evidently  we 
school-teachers  are  required  to  enforce  this  distinction,  must  contrive 
some  method  of  enforcing  it  vigorously  and  unequivocally. 

What  possible  methods  are  there?  Only  two.  One  way  would  be 
to  call  all  these  logical  connectives  conjunctions  (for  they  do  indubitably 
serve  to  link  thoughts),  and  then  to  teach  that  some  of  these  conjunctions, 
for  an  undefinable  reason,  require  semicolons.  But  -this  classification 
leaves  teachers  unconvinced  and  pupils  untaught.  Moreover,  it  is  not 
in  accordance  with  dictionary  authority;  for  many  of  the  words  listed  in 
rhetorics  as  **  connectives "  are  classified  only  as  adverbs  in  the  dic- 
tionaries. 

Hence  the  writer  has  found  that  in  practice  the  only  successful  way 
is  to  follow  the  lead  indicated  (but  not  carried  out  completely)  by  the 
dictionaries — viz.,  to  give  the  name  of  adverb  to  all  those  connectives 
that  are  merely  logical  in  function,  that  are  not  written  with  commas  as 
true  grammatical  conjunctions  are.  For  that  is  the  fact  of  composition: 
moreover,  nevertheless,  however,  indeed,  etc.,  are  independent  adverbs. 

Comments  on  Exercise.  1.  so  undeniably,  undeniably  clear,  prob-  . 
ably  disputed,  seriously  disputes.  2.  today  shall  be,  certainly  shall  be, 
then  could.  3.  out,  abroad,  and  again  go.  4.  only  lately,  lately  spelled, 
right  spelled.  5.  up  bunked,  forward  bunked.  6.  hardly  will  do,  well  will 
do,  absent-mindedly  studying.  7.  on  continued,  over  continued.  8.  just 
outside,  outside  stands  {outside  of  might  be  called  a  compound  preposi- 
tion, like  inside  of  on  page  81,  no.  5;  in  reality  the  so-called  compound 


SENTENCE  AND  THEME  39 

prepositions  consist  of  an  adverb  plus  a  preposition;  they  *^may"  be 
called  compound),  once  may  be  seen,  apparently  are,  little  better,  indeed 
are  supposed,  here  erected,  there  erected,  up  winds,  indeed  is,  most  in- 
fested". 

For  spelling  dictation :  1.  The  sullenness  of  the  clerk  made  me  think 
that  he  was  not  going  to  accommodate  me.  2.  Before  you  recommend 
a  novel  to  a  business  man,  think  twice.  3.  I  have  never,  so  far  as  I 
can  recollect,  seen  such  a  shining  example  of  heroism.  4.  Tying  a  can 
to  a  dog's  tail  is  a  meanness  that  may  be  worse  than  committing  some 
kinds  of  crime. 

LESSON  14 

Since  the  spelling  test  would  be  entirely  composed  of  words  contain- 
ing the  diphthong  ie,  it  might  seem  too  easy  to*  be  worth  while.  But  it 
will  be  worth  while  as  a  preliminary  step  toward  the  "ie  and  ei"  rule. 
If  too,  all  right,  disappear,  and  omitted  are  included  in  the  dictated  sen- 
tences, several  perfect  marks  will  probably  be  spoiled.  The  experiment 
Is  worth  trying.  In  announcing  Lessen  15  say  that  this  list  will  be 
reviewed. 

This  rule  for  ie  and  ei  was  first  printed,  in  a  different  form,  in  the 
New  York  Times  in  1897  and  has  been  checked  up  in  practice  every  year 
since. 

It  is  a  fact  that,  even  for  adult  minds,  no  definition  of  preposition 
means  anything  except  to  a  person  who  already  knows  what  a  prepo- 
sition is. 

Comments  on  Exercise.  In  course  could  stow,  of  day  course,  after 
breakfast  went,  into  hold  went,  at  work  remained,  until  night  remained,  of 
hold  length,  from  stem  length,  to  stern  length,  with  raising  began,  in 
after-part  raising,  against  partition  raising,  of  **run"  partition,  to  beams 
filling,  by  hand  crowding,  with  oars  pushing,  of  hides  ''book,"  from 
twenty-five  hides,  to  fifty  hides,  at  backs  doubled,  into  one  another  put, 
like  leaves  put,  of  book  leaves. 

For  spelling  dictation :  1.  I  believe  the  trouble  will  disappear  if  we 
are  not  too  fierce  about  it.  2.  I  grieve  to  say  that  I  was  relieved  when 
the  visit  was  over.  3.  A  long  sermon  may  be  all  right,  but  most  of  us 
prefer  a  brief  one.  4.  I  omitted  the  chief  item,  the  account  of  the  siege 
of  Vicksburg. 

LESSON  15 

It  is  convenient  in  class  work  to  apply  ''phrase"  only  to  preposi- 
tional phrases.  The  fact  of  practice  is  that  "phrase"  is  not  really 
needed  in  any  other  sense  for  school  grammar.  We  may  use  "verb 
phrase,"  "phrasal  infinitive,"  etc.;  but  have  no  use  for  "phrase" 
Avithout  a  qualifier  except  in  connection  with  prepositions.  Pupils  are 
cnly  left  in  a  haze  if  such  complex  groups  as  the  following  are  called 
1  hrases:  1.  to  have  been  concerned  with  such  an  affair;  2.  coming  quietly 
down  the  shaded  walk;  3.  the  hour  for  our  departure  having  arrived. 
These  may  be  logical  thought-groups  containing  no  subject  or  predicate; 
logicians  may  need  a  name  for  such  groups;  but  a  pupil  who  is  allowed 
to  speak  of  these  all  in  a  lump  acquires  none  of  that  power  of  analysis 
wJiich  the  logician  had  to  acquire  before  he  lumped  them  together.    The 


40  PILOT  BOOK  FOR 

pupil  gets  nowhere  until  he  is  shown  that  (in  No.  3,  e.g.)  hour  is  a  nomi- 
native absolute  modified  by  a  prepositional  phrase  and  a  participle. 
Whitney,  in  his  grammar,  discusses  nominative  absolute  without  employ- 
ing '  *■  phrase  " ;  he  was  wise  and  logical  in  so  doing.  In  rhetoric  the  need 
may  possibly  be  different;  there  the  whole  thought-group  may  need  to  be 
spoken  of  together.    But  this  is  dangerous  in  grammar  work. 

Comments  on  Exercise.  No.  1.  before  bringing  had,  of  animals 
bringing,  by  men  bringing,  of  late  have  taken,  to  raising  have  taken,  in 
numbers  raising.  No.  2.  in  desert  lives,  from  that  different,  of  bear 
that,  over  sand  to  walk,  without  sinking  to  walk,  of  effort  deal,  through 
sand-storms  can  live,  with  ease  can  live,  without  water  can  go,  for  time 
can  go,  in  body  to  store,  for  use  to  store,  without  food  can  travel,  on 
back  hump,  of  fat  mass,  into  blood  taken.  No.  3.  at  length  set,  in  style 
set,  {})ut  is  an  adverb  of  degree  modifying  /ew),  in  fact  was  missing, 
to  inn  was  dispatched,  for  it  to  search,  of  Venetians  carriage,  out  of 
breath  came  (though  in  reality  it  is  like  a  predicate  adjective  after  camCy 
modifying  John),  without  purse  returned,  with  landlord  and  household 
returned,  at  heels  landlord  and  household,  by  sorts  accompanied,  of 
grimaces   and   contortions   sorts. 

For  spelling  dictation :  1.  As  we  were  coming  home  across  the  field, 
we  heard  weird  cries  issuing  from  the  deserted  house.  2.  I  cannot  be- 
lieve that  my  niece  was  lying  to  me.  3.  With  all  his  little  might  the  baby 
seized  the  turtle,  but  was  too  weak  to  keep  it  from  slipping  into  the  water. 
4.   The  fellow  must  be  either  an  innocent  fool  or  a  bold  thief. 

LESSON  16 

Comments  on  Exercise.  No.  1.  on  couch  seated,  with  details  was 
entangled,  in  war-dresses  were  dressed,  from  account  was  (or  clear),  in 
transporting  used,  {for  troops  may  modify  transporting,  but  seems  to  be- 
long with  stores),  after  seeing  had  met,  to  hunt  had  had  gone,  in  ravine 
had  hid,  in  which  were.  (The  whole  which  clause  modifies  hattle,  but 
within  this  clause  in  which  modifies  were.)  {After  might  be  explained 
as  a  preposition  with  weeTcs  for  its  object,  but  is  really  an  adverb,  mean- 
ing later,  modifying  arrived.)  No.  2.  near  Debeque  has  developed,  be- 
cause of  action  has  attracted,  with  regularity  belches,  at  night  looks, 
during  periods  looks  (though  it  is  possible  to  say  the  phrase  modifies 
night),  into  steam  converts,  to  beauty  adds,  with  fire  glowing,  above 
ground  rises,  in  air  spouts,  for  more  has  maintained,  with  regularity  has 
maintained. 

For  spelling  dictation :  1.  Are  you  sure  that  you  gave  a  receipt  for 
the  money  he  paid  you?  2.  After  he  had  stopped  smoking  for  a  week, 
he  was  co'nceited  enough  to  believe  that  his  bad  habit  was  broken  en- 
tirely. 3.  If  he  had  not  been  drinking  three  cups  of  coffee,  he  would 
not  have  been  too  nervous  to  receive  his  guests.  4.  We  deceive  our- 
selves by  using  such  weird  examples  from  a  book  about  spiritualism. 

LESSON  17 

Comments  on  Exercise.  No.  1.  in  making  are  being  employed,  with 
view  are  being  employed,  of  children  have  been  taken  (the  phrase  can 


SENTENCE  AND  THEME  41 

hardly  be  said  to  modify  taken),  for  purpose  have  been  thrown,  for  ex- 
amination and  comparison  can  be  stopped,  of  course  can  be  repeated.  No. 
2.  in  way  would  reach,  from  column  learned,  in  button-hole  to  wear, 
in  tie  to  wear,  on  head  to  wear,  at  Y.  O.  G.  R.  meet,  at  ten  meet,  by 
maneuvering  managed,  at  Hotel  Cecil  to  interview,  on  night  would  be 
placed.  No.  3.  in  Constantinople  had  been,  for  tea  invitation,  for  hour 
blocked,  on  hill  floating,  in  moonlight  floating,  with  woods  floating  (a 
good  example  of  how  aimlessly  with  often  modifies).  No.  4.  of  pros- 
perity reports,  to  lands  travel,  at  rate  have  been  piling,  for  decade  was 
prospering,  before  war  were  losing,  on  balances  were  losing,  into  account  is 
taken,  by  people  is  taken,  out  of  misfortune  are  making,  in  display 
were,  before  war  were,  with  exclamation  will  break,  in  irritation  will 
break,  with  end  will  break  (a  curious  bit  of  modifying),  in  sight  end, 
among  ideas  is,  for  fear  declare,  in  army  will  be,  like  Rumania  waiting. 
For  spelling  dictation :  1.  Two  of  the  foreign  passengers  planned  to 
smuggle  in  some  ribbons,  veils,  etc.  2.  Roots  of  the  pepper  tree  will 
force  their  way  to  water  by  piercing  cement  pipes.  3.  If  the  machine 
weighs  more  than  a  ton,  it  ought  to  be  shipped  by  freight.  4.  Don't 
be  too  sure  that  the  bill  is  not  a  counterfeit.  5.  So  long  a  sentence 
does  not  seize  a  reader's  attention;  neither  does  it  make  him  fall  in 
love  with  the  writer. 

LESSON  18 

From  this  point  the  text  emphasizes  the  idea  that  better  sentences 
will  result  if  pupils  do  not  invariably  begin  with  the  subject.  This  does 
not  mean  that  any  sentence  which  begins  with  the  subject  is,  by  its  form, 
poorer  than  one  which  begins  with  a  modifier.  It  means  only  that  pupils 
are  prone  to  begin  every  sentence  with  the  subject  and  the  immediately 
following  verb;  that  a  long  sequence  of  such  sentences  is  monotonous; 
that  in  a  mature  style  sentences  are  varied;  that  pupils  should  ripen 
their  style  a  bit  by  frequently  presenting  sentences  that  do  not  begin  with 
the  subject.  Emphasis  is  directed  at  shaking  pupils  out  of  the  lazy  habit 
of  monotonous  form.  Also  ''beginning  with  a  modifier"  is  usually  the 
best  solution  for  disposing  coherently  of  several  modifiers. 

Comments  on  Exercise.  1.  When  we  arrived  at  last  at  our  destina- 
tion, we  found  the  place  swarming  with.  2,  During  a  rainy  season 
some  time  ago  this  Alaskan  village.  3.  With  the  aid  of  a  motor  car 
this  policeman  is  able.  4.  A  Belgian  hairdresser  has  woven  out  of 
human  hair  a  picture  that  is  thirty  inches  long  and  twenty  inches  wide; 
it  represents  a  steamer,  with  red  funnels  and  a  black  hull,  moving  in  a 
gray  sea.  5.  For  the  purpose  of  stimulating  interest  in  bicycle-riding 
a  firm  in  San  Francisco  recently  conducted  an  endurance  bicycle-race  in 
its  store  window.  6.  From  that  minute  on  for  two  weeks  the  sound. 
7.  By  this  time  we  were  getting.  8.  After  a  substantial  supper  in  the 
farm-house  we  were  shown.  9.  For  the  first  hour  or  so  in  the  particular 
place  where  you  are  stationed  you  keep  figuring.  10.  By  means  of  a 
device  recently  patented  in  Brazil  submarines  can  be  tested.  11.  For 
a  long  time  he  raged.  12.  With  his  overcoat  still  on  his  arm,  Wilson 
opened.  13.  By  one  swift  glance  around  the  dirty  room  Jones  knew. 
14.    Without  letting  anyone  know  of  my  desire,  I  have.     15.    On  that 


42  PILOT  BOOK  FOB 

occasion  Martin  had  been  lucky  enough  to  fall  in  with  an  official  who 
had.  16.  The  other  day  in  a  magazine  I  saw.  17.  Upon'  this  special 
paraffin  coating  that  he  was  selling  hot  water  was  allowed  to  run  con- 
tinuously for  twenty-four  hours.  18.  In  this  emergency  Ernest  desper- 
ately telephoned  to.  19.  While  we  were  fooling  with  the  sail,  a  heavy 
gale  had  begun  to  blow  from  the  southwest.  20.  About  a  week  later  I 
got  by  express  a  parcel  valued  at  $200. 

THEME    8 
The  animal  stories  outlined  for  Themes  8,  13,  21,  and  37  are  told  by 
Ellen  Velvin  in  her  Wild  Animal  Celebrities,  Moffat,  Yard  and  Company ; 
she  vouches  for  the  truth  of  all  of  them. 

LESSON  19 

Comments  on  Exercise.  Sentences  1  and  11  contain  no  nomina- 
tives. 1.  2.  Lincoln  sub.  3.  he  sub.,  kinds  sub.  4.  lord  address,  you  sub. 
of  do  think,  mercy  sub.  of  might  be  shown.  5.  they  sub.,  they  sub.,  specks 
p.  n.  6.  Mr.  Murray  address,  you  sub.  of  're.  7.  each,  neither,  and  that  sub- 
jects; result  p.  n.  8.  some,  others,  and  it  subjects.  9.  water  sub.  of  is 
heated,  steam  sub.  of  is  generated,  this  sub.  of  possesses.  10.  this  sub.  of 
would  have  been,  meal  p.  n.,  wines  sub.  12.  part  sub.,  exercise  p.  n.,  re- 
sult sub.,  success  p.  n.  after  could  be  called.  13.  Canada  sub.,  wilder- 
ness p.  n. 

The  emphasis  in  spelling  should  be  on  the  most  common  ie  words, 
especially  believe;  next  in  importance  is  ei  after  c,  especially  receive; 
the  most-needed  exceptional  forms  are  seize,  weird,  friend.  It  may  be 
suggested  also  that  teachers  will  do  well  to  find  out  whether  the  very 
commonest  and  simplest  words  are  now  known  infallibly  by  all — too, 
their,  all  right,  across,  among. 

For  spelling  dictation:  1.  In  spite  of  the  advice  of  his  friends  he 
tries  to  keep  the  old  quarrel  stirred  up.  2.  You  will  surely  receive 
either  a  good-sized  check  or  a  notice  of  an  increase  in  salary.  3.  I  was 
seized  with  fright  when  I  saw  that  dirty  piece  of  paper.  4.  Look 
toward  them  and  wave  your  handkerchief.  5.  I  believe  the  view  will 
be  better  from  the  other  end  of  the  porch. 

LESSON  20 

** Don't  understand  words"  is  a  good  motto,  though  in  some  later 
lessons  real  ellipses  are  taken  up — with  as  and  than,  omitted  relatives,  etc. 

Grammar  work  is  attacked  with  more  interest  in  proportion  as  the 
class  feels  that  the  lessons  have  a  practical,  business-like  purpose.  * '  Ob- 
jective predicate"  and  ** retained  object"  (in  Lesson  21)  may  not  be 
important  for  the  mere  study  of  nouns ;  but  without  a  knowledge  of  them 
infinitives  and  clauses  and  restrictive  participles  will  often  seem  insoluble 
mysteries. 

Comments  on  Exercise.  Nearly  all  students  are  so  fond  of  saying 
"object"  that  experienced  teachers  try  to  anticipate  the  fondness  and 
to  discourage  the  everlasting  ''object."  So  strong  is  the  tendency 
among  students  that  it  may  fairly  be  called  a  disease,  and  may  be  named 


SENTENCE  AND  THEME  43 

*' object! vitis. ' '  Students  afficted  with  this  weakness  will  be  aston- 
ished to  learn  that  sentences  6,  7,  and  8  contain  no  objects;  foe  in  C 
is  a  p.  n.  1.  place,  obj.,  retreat  obj.  pred.  2.  him  obj.,  humble  obj. 
pred.  3.  watch  obj.  4.  him  ind.  obj.,  reputation  obj.  5.  scapegrace  ind. 
obj,,  fortune  obj.  9.  wine  obj.,  thing  obj.  pred.,  us  ind.  obj.,  proof  obj. 
10.    himself  obj.,  free  obj.  pred.     11.  itself  obj.,  children  obj. 

LESSON  21 

Comments  on  Exercise.  1.  no  objects.  2.  ball  obj.,  yards  mod. 
7iad  driven,  caddy  ind.  obj.,  dime  obj.,  home  mod.  walked  (but  home  may 
be  called  an  adverb).  3.  time  mod.  can  talk,  miles  mod.  away.  4.  dis- 
tance mod.  had  driven,  sight  ret.  obj.  5.  trouble  obj.  of  caused,  us 
ind.  obj.,  experience  obj.  6.  cub  ind.  obj.,  home  obj.,  rod  mod.  long, 
feet  mod.  wide.  7.  way  mod.  do,  woodsmen  ind.  obj.,  notion  obj.,  deal 
mod.  more.  8.  part  mod.  were  carried.  (This  will  seem  untrue  to  some, 
because  part  apparently  explains  way;  illustrate  by  a  phrase  like  ''for  a 
part"  or  "during  a  part.")  9.  him  ind.  obj.,  privilege  obj.  10.  les- 
son, suffering,  and  health  are  ret.  objs. 

For  spelling  dictation:  1.  I  can  usually  write  sentences  that  are 
grammatically  complete,  but  sometimes  I  accidentally  use  a  comma  for 
a  period.  2.  The  old  miser  never  suffered  for  the  crimes  he  had  com- 
mitted. 3.  His  letters  were  really  very  well  written.  4.  Speaking 
sarcastically  to  a  customer  is  generally  poor  business.  5.  He  was  for- 
merly an  errand-boy  for  a  camera-man,  but  has  finally  become  one  of 
the  actors. 

THEME  10 

This  Outlook  editorial  appears  in  five  paragraphs.  A  school  outline 
may  correspond  to  the  first  four;  the  fifth  may  be  omitted  or  combined 
with  the  fourth,  or  given  special  emphasis. 

1.  Selecting  pupils. 

2.  The  kind   of   pupils. 

3.  The  effect  on  pupils. 

4.  The  Cleveland  conditions  exist  everywhere, 
(or,  better) 

5.  The  need  of  clean  teeth. 

Some  time  ago  an  experiment  was  carried  on  in  a  Cleveland  school 
under  the  auspices  of  the  National  Dental  Association  and  other  dental 
societies  to  discover  if  bad  teeth  had  any  effect  on  mentality.  Ten  den- 
tists, with  nurses  and  attendants,  visited  the  Marion  School  by  arrange- 
ment with  the  Board  of  Education  and  inspected  the  teeth  of  the  846 
students.  Forty  pupils  from  five  grades — approximately  ten  per  cent  of 
the  children  in  those  grades — were  made  a  special  class  for  observation 
and  study.  These  children  were  to  have  their  teeth  put  into  perfect  con- 
dition free,  be  made  to  brush  their  teeth  three  times  a  day  and  to  eat 
properly.  A  five-dollar  gold-piece  was  offered  to  each  child  who  continued 
faithful  throughout  the  test.  Twenty-seven  of  the  forty  got  their  gold- 
pieces.     The  test  lasted  a  year  and  a  half. 

Before  anything  else  was  done  two  psychological  tests  were  held  by 


44  PILOT  BOOK  FOR 

Dr.  Wallin,  the  noted  psychologist,  to  determine  the  capacity  of  the 
children  in  memory,  accuracy  of  perception,  rapidity  and  accuracy  of 
thought,  and  spontaneity  of  thought.  Two  more  tests  were  held  while 
the  children 's  teeth  were  being  treated ;  and  two  others  a  sufficient  length 
of  time  after  the  mouths  were  put  in  perfect  condition.  Among  the 
children  were  some  who  were  well-behaved,  earnest,  and  bright,  while 
some  were  disobedient,  reckless,  and  troublesome.  The  selections  for  the 
class  were  made  wholly  according  to  the  dental  charts,  only  children  with 
teeth  in  bad  condition  being  chosen.  Most  of  the  children  had  sallow, 
muddy  complexions,  and  suffered  from  headaches,  liver  complaint,  heart 
trouble,  and  other  ills. 

When  the  teeth  had  been  put  in  perfect  condition,  and  the  children 
had  learned  how  to  eat  properly — sensitive  teeth  had  formerly  prevented 
them  from  chewing  their  food  properly — these  ailments  disappeared, 
complexions  cleared,  and  deportment  improved  wonderfully.  In  short, 
the  children  were  simply  made  over.  But  the  most  striking  change,  per- 
haps, was  mental.  The  psychological  tests  made  after  the  teeth  had 
been  treated  showed  an  average  gain  in  mentality  for  the  entire  class  of 
99.8  per  cent.  In  other  words,  treating  the  teeth  almost  doubled  the 
mental  capacity  of  these  children.  They  could  do  the  same  amount  of 
work  better  and  in  much  less  time  than  before  the  test. 

Striking  though  all  this  is,  the  most  significant  thing  brought  to 
light  by  this  and  other  teeth  investigations,  perhaps,  is  the  fact  that 
practically  all  children  suffer  from  defective  teeth.  The  city  of  Boston 
found  that  eighty-four  per  cent  of  its  children  had  defective  teeth  or 
mouths.  The  New  York  City  Department  of  Health  found  that  prac- 
tically ninety-nine  per  cent  of  New  York  children  suffer  likewise.  In 
the  Marion  School  at  Cleveland  Dr.  Ebersole's  committee  found  three 
among  eight  hundred  and  forty-six  children  with  perfect  teeth.  Many  of 
these  imperfections  are  doubtless  slight;  but  many  are  of  a  serious  nature. 
It  is  evident  that  many  of  our  children,  because  of  dental  deterioration 
induced  by  new  modes  of  living,  are  being  badly  handicapped. 

Confirming  the  findings  by  the  Cleveland  investigators  are  the  results 
obtained  by  treating  the  teeth  of  the  insane  at  Blockley,  the  Philadelphia 
almshouse.  No  one,  of  course,  would  be  so  absurd  as  to  claim  that 
prophylactic  dentistry  can  make  a  genius  out  of  a  blockhead  or  a  sane 
person  out  of  one  suffering  from  organic  brain  disease.  But  it  is  cer- 
tainly becoming  more  and  more  clear  that  an  intelligent  care  of  the 
mouth  and  teeth  is  essential  to  a  normally  healthy  condition  of  both  the 
tody  and  the  mind. 

LESSON  22 

Comments  on  Exercise.  1.  that  with  region.  2.  states  with  Ar- 
gentina, Brazil,  Chile.  3.  cacao  with  one.  4.  brown,  drab,  gray,  and 
green  with  colors.  5.  practice  with  the  statement  that  * '  we  exchanged 
books' '  (an  irregular  construction  for  which  students  should  not  be 
held  responsible;  the  sentence  is  useful  as  showing  that  a  writer  should 
realize  what  he  is  about  in  trying  to  use  appositives;  also  useful  as 
showing  that  mere  grammatical  formulas  may  not  cover  all  peculiar 
idioms).       6.  no  appositive.     7.  brig  with  one   (some  students  may  be 


SENTENCE  AND  THEME  45 

puzzled  because  this  is  not  the  meaning,  because  '  *  it  doesn  't  make  sense ' ' ; 
but  it  is  the  real  grammar;  the  singular  brig  could  not  be  in  apposition 
with  the  plural  sights).  8.  brother  with  I.  9.  worriment  with  binominals. 
10.  iniquitous  apjjos,  modifier  of  law,  body  with  legislature.  11.  prison 
with  library,  description  with  pamphlet.  12.  Bible  with  *  *  Book ' ' ;  one, 
another,  lot  with  lions;  one  with  Benaiah;  place  with  den;  bear  and 
bears  with  bears.  13.  no  appositive.  14.  frigid,  torrid,  and  temperate 
with  zones.     15.  pepper,  ginger,  cloves,  and  nutmegs  with  §pices. 

For  spelling  dictation:  1.  At  first  we  were  not  disturbed  by  this 
article  in  the  morning  paper,  but  later  we  grew  suspicious  about  it.  2. 
Whose  property  was  it  originally?  3.  The  vase  was  made  by  a  skilful 
workman,  but  its  form  was  not  very  pleasing.  4.  Our  school  had  to  be 
divided,  while  theirs  remained  in  one  building.  5.  A  boy  ought  to  be 
guided  by  certain  definite  principles.  6.  We  were  told  that  the  old  lady 
was  dying  of  pure  loneliness. 

LESSON  23 

Comments  on  Exercise,  par.  1.  he  skipping,  piercing  quality,  par. 
2,  we  trying,  par.  3.  thing  inclosing  (does  not  really  modify  bandbox) . 
par.  4.  ridges  bristling,  whirling  mists,  par.  5.  I  being,  officers  looking, 
officers  running  (as  a  predicate  adjective),  par.  6.  shambling  run, 'they 
performing,  we  getting,  troops  lifting,  par.  7.  officers  laughing,  par. 
8.  none.    par.  9.  clearing  atmosphere,  she  recalling. 

LESSON  24 

' '  Aimless  repetition ' '  is  merely  an  outward  symptom  of  an  inward 
defect.  A  pupil  who  learns  to  avoid  it  has  matured  his  style  in  several 
respects.  In  a  set  of  specific  directions  for  improving  form  this  adjura- 
tion to  avoid  repetition  would  rank  high  for  direct  effectiveness. 

Comments  on  Exercise.  1.  He  said  he  would  do  that,  provided  our 
man  would  guarantee  to  keep  us  quiet.  (But  the  repetition  of  us  need 
not  be  objected  to.)  2.  The  melon  looked  ripe  enough,  but  when  we  tasted 
it,  we  found  it  rather  green.  3.  Simply  omit  the  last  through  {pass  is 
better  than  go).  4.  Eepeating  watch  is  good  emphasis.  5.  For  the  second 
"the  grounds"  use  "they."  6.  This  is  from  Macaulay's  Essay  on  John- 
son ;  the  repetition  of  *  *  Hervey ' '  is  good ;  a  pronoun  for  * '  Harry  Hervey ' ' 
would  be  ambiguous.  7.  You  wait  for  the  explosion  which  comes  about 
three  seconds  after  the  bomb  is  first  heard  approaching.  In  that  brief 
time  you  do  a  lot  of  thinking,  feeling  each  moment  as  if  the  missile  were 
coming  right  for  the  small  of  your  back.  They  dropped  sixteen  bombs 
that  morning,  but,  though  one  fell  within  fifty  feet  of  where  I  was  lying, 
nobody  was  hurt.  8.  As  it  grew  dark,  the  horizon  was  lighted  by  a  weird, 
whitish  glare  which  w'ould  glow  brilliantly  for  thirty  seconds  and  then 
almost  die  out  and  appear  again.  After  a  few  minutes  I  learned  from 
the  driver  that  the  glare  was  made  by  * '  star  shells, ' '  which  are  sent  up 
from  the  trenches  at  frequent  intervals  to  make  an  illumination. 

Theme  A.  In  the  second  paragraph  my  home  is  repeated  from  the 
first  paragraph;  grounds,  cover,  and  many  are  poorly  repeated.     In  the 


46  PILOT  BOOK  FOR 

third  paragraph  there  are  three  porches,  four  Jiouses,  four  sides;  leads, 
through,  and  garden  are  awkwardly  repeated. 

Theme  B.  In  the  first  paragraph  there  are  six  reads  and  three 
months;  easy  and  easiest  occur  three  times;  reported  three  times.  In  the 
second  worlc  is  repeated,  and  memory  and  memorizing  occur  three  times. 
In  the  third  study  and  studied  occur  three  times.  In  the  fourth  examina- 
tion and  question  are  repeated,  and  07ie  is  used  three  times.  For  the 
second  book  use  *'to  find  something  interesting  in  the  large  assortment," 
for  the  third  use  '  *  the  reading  until, ' '  for  the  fourth  ' '  volume^ ' '  for  the 
fifth  *'the  assignment  until,"  for  the  sixth  '4t,"  for  the  eighth  ''such 
classics  as. ' ' 

Oral  exercise,  page  127.  Substitute  thus  for  twelve  of  the  composi- 
tions: for  the  2d  ''to  write  about  a  page,"  for  the  4th  "from  all  of 
them, ' '  for  the  6th  ' '  those, ' '  for  the  7th  ' '  they, ' '  for  the  8th  ' '  themes, ' ' 
for  the  10th  and  11th  omit,  for  the  12th  omit  "of  composition,"  for  the 
14th  "in  the  writing  of  the  eighth,"  for  the  15th  omit,  for  the  16th  "give 
95%  as  the  highest  mark." 

LESSON  25 

A  series  of  exercises  on  participles  only  would  be  ineffective.  Eeal 
teaching  is  done  by  "mixing  up"  subjects;  discriminating  between  the 
two  kinds  of  verbals  is  what  produces  results. 

Comments  on  Exercise.  1.  rustling  obj.  of  heard,  cracking  obj.  of 
with.  2.  fleshing  obj.  of  with  (for  scalping  see  page  173,  sec.  152),  watch- 
ing obj.  of  without.  3.  banking  and  railroading  sub.  of  account,  manu- 
facturing and  mining  sub.  of  do.  4.  solidifying  obj.  of  of,  breaking  obj. 
of  of,  washing  obj.  of  by.  5.  chewing  sub.  of  was,  chewing  o6j.  of  of, 
gnawing  obj.  of  to  relieve.  6.  In  6,  8,  9,  and  10  are  gerunds  that  are 
objects  of  help;  most  students  use  "not  help  but"  with  an  infinitive;  at- 
tention should  be  called  to  the  preferable  idiom  with  the  gerund.  7.  bath- 
ing obj.  of  for.  10.  stealing  obj.  of  in.  11.  being  obj.  of  about  (the 
construction  with  there  is  a  curious  idiom,  a  kind  of  imitation  of  the 
expletive  there  with  a  verb,  as  if  "there  are  now  so  few";  vessels  may 
be  called  a  kind  of  predicate  after  leing,  though  with  a  verb  and  an 
expletive  there  it  would  be  a  subject),  looking  obj.  of  of.  12.  acquiring 
sub.  of  was,  dancing,  leaping,  and  creeping  objs.  of  by.  13.  sinking  obj. 
of  of,  warning  obj.  of  without. 

Exhibiting  the  wrong  form  is  almost  always  bad  policy;  hence  the 
displays  on  page  131  are  somewhat  dangerous.  Use  them  with  caution, 
keeping  the  emphasis  on  ' '  the  silly  sounds  produced  by  the  silly  spell- 
ings."  Note  that  separate  has  been  shown  on  pages  63  and  129;  see  how 
many  of  the  class  can  spell  describe,  casually  mentioned  on  page  129. 
Sentences  for  dictation  may  be:  1.  There  was  a  certain  captain  in  the 
regiment  who  could  not  make  a  prompt  decision.  2.  Try  to  describe  the 
villain  by  contrasting  him  with  his  lovable  daughter.  3.  There  are  very 
few  occasions  on  which  vengeance  is  really  desirable.  4.  Her  goWn  of 
changeable  silk  was  very  noticeable  in  that  ragged  crowd.  5.  The  lions 
were  perfectly  peaceable  until  we  tried  to  separate  them.  6.  She  was  as 
firm  as  the  immovable  mountains. 


SENTENCE  AND  THEME  47 

LESSON  26 

The  writer  has  found  it  safer  in  practice  to  call  participles  ''active" 
only  when  they  have  an  object,  thus  following  out  the  teaching  that  a 
verb  is  intransitive  if  the  subject  acts,  but  there  is  no  object.  Whitney 
suggests  this  treatment  by  calling  ing  participles  ''present.'*  Almost 
universal  custom,  however,  calls  them  ' '  active. ' ' 

Comments  on  Exercise.  1.  Chinamen  named,  going,  and  looking  (if 
going  and  looking  were  gerunds,  the  possessive  Chinamen 's  would  have  to 
be  used),  cats  fighting,  cork  drawn,  noise  made.  2.  father  leaving,  he 
sneaking  (pred.  after  came).  (Was  tired  is  a  verb  in  form  and  had  per- 
haps better  be  recited  so,  but  we  really  feel  that  tired  is  a  participle  be- 
cause it  is  followed  by  of).  3.  swallows  chirping.  4.  seat  unchanged 
(pred,  after  continued),  house  built,  gable-end  tapering  and  having.  5. 
coaches  stopped  and  robbed,  gang  mounted,  fellows  holding  and  wearing. 
6.  edition  printed.     7.  him  stealing,  obj.  pred. 

LESSON  27 

This  lesson  makes  a  beginning  of  the  long  and  arduous  campaign  to 
establish  the  "feel"  for  the  difference  between  restrictive  and  non-re- 
strictive. The  best  formula  the  writer  has  been  able  to  devise  is  this: 
Does  the  modifier  mean  "that  particular,"  or  does  it  mean  "and  in 
addition ' '  ?  From  here  on  attention  is  frequently  called  to  the  distinction 
in  order  that  pupils  may  gain  familiarity  Avith  this  most  elusive  subject 
long  before  they  have  to  punctuate  non-restrictive  relatives  in  lesson  47 
or  non-restrictWe  adverb  clauses  in  50.  The  distinction  between  restric- 
tive and  non-restrictive  is  bafiling  to  most  pupils — is  so  subtle  that  most 
teachers  despair  of  explaining  it ;  yet  no  textbook  devotes  much  space  to 
it.  With  astounding  lack  of  sympathy  we  have  held  the  subject  up  to 
dazzled  young  eyes,  given  them  a  glimpse  of  it,  and  returned  it  to  its 
dark  sanctuary.  Yet  the  ability  to  distinguish  is  fundamental  for  the 
proper  use  of  clauses.  The  writer  has' been  constantly  experimenting  for 
ten  years,  gathering  a  caution  from  this  puzzled  brow  and  gaining  a  hint 
from  that  smile  of  relief,  as  a  preparation  for  this  approach  to  a  matter 
that  has  been  considered  minor. 

Comments  on  Exercise.  (The  participles  modify  appositively  un- 
less otherwise  specified  in  this  key.)  1.  wife  and  daughters  dressed,  hair 
plastered,  faces  patched,  trains  bundled,  trains  rustling  (the  last  four 
are  "absolute"  constructions,  described  on  page  228;  such  participles 
are  not  commonly  spoken  of  as  modifying  appositively,  but  that  is  the 
grammatical  fact  about  them).  2,  we  looking,  paths  made.  3,  leading  city 
(attributive),  (milling  is  strictly  a  gerund  meaning  "a  city  for  mill- 
ing"), Minneapolis  taking.  4.  tribes  called,  tribes  inhabiting  (called  is 
so  non-restrictive  that  it  is  set  off  by  parentheses).  5.  dwellings  built, 
Venezuela  meaning.  6.  amusements  designed,  taste  uneducated  and  un- 
developed, people  unsophisticated  (attributive),  I  bored  (pred.),  me  tired 
(obj.  pred.),  improbabilities  glaring  (attributive),  humor  canned  (at- 
tributive). 7.  firewood  needed,  ponies  piled,  shocks  walking,  train  equipped 


48  PILOT  BOOK  FOR 

(attributive).    8.  Graves  transformed.     9.  they  holding  and  passing.    10. 
follies  exaggerated.     11.  clothing  worn.     12.  advantages  possessed. 

For  spelling  dictation:  1.  After  waiting  forty  minutes  on  that 
crowded  porch  I  was  too  tired  to  care  what  became  of  me.  2.  The  prisoners 
grow  accustomed  to  their  filthy  surroundings.  3.  The  Turks  meant  to  keep 
on  pursuing  the  Armenians  across  the  dreary  plain. 

LESSON  28 

Comments  on  Exercise.  1.  whale-boat  painted.  2.  I  being.  3. 
man  bought.  4.  persons  interested.  5.  officers  suspected.  6.  we  having. 
7.  we  pulling.  8.  money  earned.  9.  hills  surrounding  (Icnowji  is  really  a 
participle,  and  well-Jcnown  is  not  like  the  compounds  described  on  page 
135,  sec.  113 ;  but  Tcnown  should  hardly  be  required  of  pupils) .  10.  officers 
attached.  11.  decorations  made.  12.  teachers  equipped.  13.  Oliver  be- 
ing, men  trained.  14.  truth  illustrated.  15.  she  knowing,  she  taking. 
16.  trophies  gathered  {huniing  in  16  and  17  is  really  a  gerund  because 
it  means  ' '  trips  for  the  purpose  of  hunting ' ' ;  the  trips  were  not  doing  the 
hunting).  17.  snakes  preserved  (stuffed  and  mounted  modify  attribu- 
tively). 18.  specimens,  curios,  and  trophies  gathered.  19.  David  in- 
censed.    20.  companions  marooned. 

LESSON  29 

The  lessons  on  infinitives  have  less  direct  effect  in  composition  than 
any  other  lessons  in  the  book.  Since  the  analysis  of  any  particular  in- 
finitive construction  is  of  small  direct  value  in  composition,  many  teachers 
consider  a  complete  study  of  infinitives  unnecessary.  The  writer  used 
to  be  of  their  opinion — and  was  continually  grieved  to  find  his  pupils 
supposing  every  little  while  that  a  word-group  like  to  minister  to  the 
soldiers,  luho  needed  a  woman's  tenderness  was  a  complete  predicatior 
Universities  have  been  pained  at  discovering  the  same  ignorance  among 
their  freshmen.  Only  a  thorough  study  of  all  constructions  will  rid  a 
whole  class  of  this  error  for  all  time.  The  objective  in  all  the  study 
is  the  making  of  one  kind  of  half-sentence  fault  impossible. 

The  concept  most  helpful  for  gaining  that  objective  is  "Infinitives 
are  always  like  nouns. ' ' 

Our  grammars  have  never  recognized  how  very  common  and  useful 
and  idiomatic  the  infinitive  constructions  are  in  English.  Most  teachers 
have  small  conception  of  the  frequency  and  importance  of  infinitives  in 
our  language.  If,  however,  a  class  is  pressed  for  time,  Lessons  29, 
30,  31,  and  33  can  be  better  omitted  than  any  others.  No  teacher  should 
use  more  of  these  lessons  than  he  has  faith  in. 

Comments  on  Exercise.  1.  to  sail  sub.  of  is,  to  know  p.  n.  after  is. 
2.  to  shout  and  sing  obj.  of  wanted.  3.  to  brag  sub.  of  may  be,  to  hear 
obj.  of  want.  4.  to  tell  obj.  of  dare,  to  be  done  p.  n.  after  was.  5.  to  go 
sub.  of  is.  6.  to  see  obj.  of  wishes.  7.  gaze  obj.  of  but.  8.  get  obj.  pred. 
of  saw.  9.  do  obj.  pred.  of  saw.  10.  to  do  p.  n.  after  was  seen  (some- 
what like  ''was  seen  as  a  doer").  11.  to  do  obj.  pred.  of  wanted.  12. 
to  learn  in  apposition  with  effort,  to  play  obj.  of  to  learn.  13.  to  want  obj. 
of  am  beginning,  to  rest  and  have  obj.  of  to  want.    14.  to  have  deceived 


SENTENCE  AND  THEME  49 

Rub.  of  is,  to  turn  obj.  of  told  (her  is  the  indirect  obj.).  15.  to  gradu- 
ate sub.  of  would  be,  to  study  obj.  of  the  gerund  having  had.  16.  tc 
use  sub.  of  is,  to  pick  and  wrap  objs,  of  do  need. 

For  spelling  dictation:  1.  A  grammar  lesson  doesn't  seem  to  affect 
him  unpleasantly.  2.  At  the  beginning  of  the  next  hour  he  stopped  hia 
preparation  for  the  algebra  recitation.  3.  One  senator  offered  a  resolu- 
tion for  a  separate  treaty  with  Peru.  4,  His  secretary  prided  herself  on 
being  a  descendant  of  John  Alden.  5.  Our  separation  from  England  was 
not  complete  in  1776. 

LESSON  30 

Comments  on  Exercise.  1.  to  tell  sub.  of  would  do.  2.  to  use  sub. 
of  is.  3.  to  try  obj.  of  beg  (you  is  ind.  obj.),  to  pay  obj.  of  to  try.  4. 
to  go  obj.  of  ask  (me  is  ind.  obj.)  5.  none.  6.  to  raise  obj.  of  endeavor- 
ing. 7.  none.  8.  to  make,  have,  and  study  p.  n.  after  is.  9.  to  see  sub. 
of  is,  to  overcome  obj.  of  trying,  to  congratulate  sub.  of  is.  10.  to 
make  obj.  pred.  of  wants,  to  have  sub.  of  won't  do,  interfere  obj.  pred. 
of  to  have,  to  do  obj.  of  ought.  11.  to  have  seen  sub.  of  is.  12.  to  find 
sub.  of  seems.  13.  to  impress  in  apposition  with  attempt,  same  for  to 
urge.  14.  to  resign  p.  n.  after  seemed.  15.  to  say  obj.  of  should  have. 
16.  wait  obj.  of  except.  17.  to  be  p.  n.  after  is  said,  to  train  sub.  of  is 
said.  18.  to  conceal  sub.  of  is,  to  know  obj.  pred.  of  should  want.  19.  to 
deny  sub.  of  is,  to  get  obj.  of  hopes. 

LESSON  31 

Experienced  teachers  need  no  explanation  of  the  amount  of  space 
and  the  violence  of  the  emphasis  used  for  possessives  of  names  ending  in  s. 

Comments  on  Exercise II.  1.  Dickens's  novels  than  Burns 's  poems. 
2.  Miss  Pross's  anger  against  the  Frenchmen's  bloodthirstiness.  3.  Wil- 
liam's wages  by  Mr.  Williams's  brother.  4.  Witches'  prophecies.  5. 
Nobody's  business,  the  lady's  age.  6.  Nancy's  love  for  Squire  Cass's 
son.  7.  Baby's  cry,  Mr.  Brooks's  fears.  8.  Glavis's  keen  eyes,  of  the 
fishes'  tails.  9.  Children's  ears  by  the  thrushes'  twitter.  10.  This 
booby's  character  at  the  Robbinses'  ball. 

For  spelling  dictation:  1.  The  Joneses'  dinner  was  always  a  very 
simple  meal.  2.  Mr.  Jones's  knowledge  of  Dickens's  novels  was  very 
slight.  3.  That  is  nobody's  business.  4.  Mrs.  Phelps's  bad  temper  had 
been  caused  by  stumbling  over  the  children's  toys.  5.  James's  feelings 
were  deeply  stirred  by  the  people 's  indifference  to  his  little  invention. 
6.  The  boys'  hearts  beat  high  at  the  sight  of  this  lady's  check-book.  7. 
The  Adamses'  pride  in  their  wealth  was  ridiculous.  8.  Who  knows  one  of 
Burns 's  songs  by  heart? 

LESSON  32 

To  some  teachers  the  '* object  of  to"  is  novel.  The  reason  for  this 
analysis  is  threefold.  In  the  first  place,  it  is  the  fact  of  the  history 
of  English  grammar.  In  the  second  place,  it  is  the  scholarly  explana- 
tion: all  the  four  great  dictionaries,  all  authoritative  works  on  English 
philology,  and  all  the  authoritative  grammars   speak  of  infinitives  as 


50  PILOT  BOOK  FOR 

"noun-like  words";  neither  Matzner  nor  Whitney  nor  Sweet  nor  Jesper* 
sen  has  a  word  to  say  about  an  infinitive  as  an  adjective  or  an  adverb. 
What  grammarians  could  be  named  worthy  to  oppose  to  such  men  as 
these?  (See  Kittredge  and  Farley's  grammar,  page  136;  see  the  Inter- 
national under  to ;  see  ' '  The  Next  C.  G.  N.  Eeport '  ^  in  the  English 
Journal  tor  September,  1919.)  These  two  reasons  are  slight  compared 
with  the  third — the  need  for  simplicity  and  uniformity  in  presenting 
elementary  grammar  to  average  pupils.  If  a  sacrifice  of  scholarship  would 
make  the  path  easier  for  pupils,  scholarship  would  have  been  sacrificed 
most  gladly  by  the  writer  of  Sentence  and  Theme.  He  was  thinking 
almost  entirely  of  ease  and  simplicity  for  pupils.  He  has  tried  the  way 
of  "infinitives  are  nouns  or  adjectives  or  adverbs  as  the  case  may  be" 
and  has  found  that  way  confusing  to  ordinary  ninth-grade  minds.  Here 
is  the  reason:  in  the  study  of  the  other  verbals  and  of  every  part 
of  speech  we  begin  with  an  invariable  definition  in  terms  of  the  use  in 
the  sentence — ' ' a  noun  is  a  name " ;  "a  verb  asserts " ;  "a  participle  is 
like  an  adjective,"  etc.;  if,  then,  we  have  to  begin  with  infinitives  by  say- 
ing, ' '  This  part  of  speech  is  like  three  other  dissimilar  parts  of  speech, ' ' 
we  cause  perplexity.  The  writer  knows  by  experience  that  this  is  often  the 
case.  He  knows  that  backward  eighth-grade  boys  learn  "object  of  to" 
easily — indeed  too  easily ;  they  are,  for  some  queer  reason,  too  fond  of  it. 
Teachers  who  have  for  years  accustomed  their  minds  to  the  "three  kinds 
of  words  in  one"  treatment  may  find  it  hard  to  readjust  to  a  new  mental 
habit,  but  untaught  and  unprejudiced  children  find  the  way  of  "always 
like  nouns"  an  easy  one. 

The  "object  of  to"  analysis  is  entirely  a  matter  of  form;  it  is  not 
a  different  explanation  or  a  different  logic.  In  "he  went  to  look" 
the  verb  is  modified  by  ta  looTc.  It  may  be  as  logical  and  proper  to  say 
that  "the  infinitive  modifies"  as  to  say  that  "a  prepositional  phrase 
modifies ; "  a  seasoned  grammarian  may  find  the  former  more  compact 
and  may  consider  the  latter  an  unnecessary  rigamarole.  But  a  compact 
anomaly  is  hard  for  students.  The  easy  way  for  them  is  to  start  with 
"infinitives  are  always  like  nouns,"  and  then  to  learn  the  grammatical 
fact  of  "object  of  to."  Teachers  should  consider  the  needs  of  boys 
and  girls. 

Comments  on  Exercise.  1.  to  be  shipped  p.  n.  2.  to  have  been 
caused  p.  n.  3.  to  find  mod.  scoured.  4.  to  try  sub.  of  is,  to  get  obj. 
of  to  try,  to  inform  sub.  of  is,  to  buy  sub.  of  is.  5.  to  resort  mod.  shall 
be  forced  (like  "forced  to  resorting").  6.  to  preserve  sub.  of  is,  to  be 
obj.  pred.  of  need  suppose,  to  issue  mod.  is  appointed.  7.  to  blame  p.  n. 
8.  to  be  done  p.  n.  after  remains  or  mod.  remains,  to  build  p.  n.  9.  to 
investigate  mod.  has  appointed  (can  be  said  to  mod.  Commission).  10. 
to  be  mod.  order  (like  "for  the  order  or  purpose  of  being"),  to  pay 
mod.  agreed  (can  possibly  be  called  obj.  of  agreed),  to  take  mod.  to  pay. 
11.    to  doubt  mod.  reason.    12.  to  undertake  mod.  able,  to  lead  mod.  man. 

13.  to   do   mod.   nothing,  to   think   mod.  paused,  to   have  mod.   chance. 

14.  to  use  mod.  something,  to  keep  mod.  strong.  15.  to  hear  mod.  aston- 
ished, to  give  mod.  were  going. 

i\r  spelling  dictation:  1.  The  constant  repetition  of  a  word  may 
finally  \ave  some  effect  in  teaching  the  spelling  of  it.     2.  The  teacher 


SENTENCE  AND  THEME  51 

will  be  in  despair  if  the  lesson  doesn't  produce  some  benefit.  3.  In 
writing  a  description  of  the  circus  he  omitted  the  item  of  greatest  in- 
terest. 4.  I  don't  know  whether  I  ought  to  describe  each  separate  part 
of  the  machine.  5.  She  used  beautiful  statio»ery  for  her  letters.  6.  Why 
should  capital  and  labor  be  enemies? 

LESSON  33 

Comments  on  Exercise.  1.  to  be  p.  n.,  to  realize  mod.  moment,  to 
be  obj.  of  claim,  to  have  obj.  of  used,  to  give  sub.  of  remains.  2.  to  be 
mod.  seems  (see  top  of  page  170),  to  be  p.  n.  3.  to  be  mod.  happened 
(see  page  166,  sec.  139,  no.  1),  to  assist  mod.  presence,  to  drink  mod. 
forced,  to  play  obj.  of  contrived,  to  take  mod.  stood,  to  cry  obj.  of 
thought  (see  sec.  141).  4.  to  be  mod.  have  (see  top  of  page  170»).  5.  to 
tell  p.  n.  (see  sec,  143,  no.  5),  to  prevent  mod.  occurred,  to  hear  obj.  of 
care.  6.  to  sleep  mod.  time,  to  share  and  roost  objs.  of  want,  to  finish 
mod.  left.  7.  to  learn  and  to  work  ret.  objs.  of  was  allowed.  8.  to  con- 
clude mod.  is.  9.  explain  obj.  of  dared,  to  return  ret.  obj.  of  was  ex- 
pected, to  tell  p.  n.  (see  sec.  143),  take  obj.  pred.  of  let  (see  sec.  142), 
happen  obj.  pred.  of  let. 

LESSON  34 

Comments  on  Exercise.  1.'  showing,  staying,  and  vagabondizing 
objs.  of  by.  2.  banking  describes  business  (like  "the  hardware  busi- 
ness"; the  business  does  not  do  the  banking,  but  the  factor  does  do  the 
controlling,  and  controlling  is  therefore  a  participle).  3.  showing  obj. 
of  of,  dressing  obj.  of  toward,  coaxing  obj.  of  in.  4.  climbing  obj.  of  in, 
changing  obj.  of  of,  getting  obj.  of  with,  caring  obj.  of  in.  5.  tilling 
sub.  of  had  been,  excavating  p.  n.  6.  coming  obj.  of  of,  blockade-run- 
ning p.  n.,  getting  obj.  of  in,  reading  sub.  of  is,  reading  obj.  of  like. 
7.  looking  obj.  of  kept,  increasing  obj.  of  of,  bettering  obj.  of  for,  usher- 
ing obj.  of  of.  8.  being  refreshed  obj.  of  after,  having  acted  obj.  of 
for.  9.  prospering  obj.  of  of,  being  obj.  of  to,  affording  obj.  of  of, 
anchoring  obj.  of  affording,  becoming  obj.  of  for.  10.  having  pointed 
obj.  of  after,  quarreling  sub.  of  might  be,  trying  obj.  of  quit,  stopping 
obj.  of  toward,  wrangling  obj.  of  stopping.  11.  raising  obj.  of  stop, 
producing  obj.  of  in.  12.  turning  obj.  of  in,  coasting  describes  privilege 
(like  "library  privilege.") 

For  spelling  dictation:  1.  Haven't  you  had  trouble  in  your  history 
course?  2.  Didn't  he  know  that  we  weren't  ready?  3.  I  shan't  be  happy 
if  you  aren't  with  us.  4.  Wasn't  he  thoroughly  surprised?  5.  It  doesn't 
seem  to  me  that  you're  quite  fair.  G.  If  you  won't  mind,  I'll  lean  on 
your  shoulder. 

LESSON  35 

A  complete  key  to  all  the  punctuation  ''Leaves'*  is  given  in  the 
back  of  the  PUot  Book,  beginning  at  page  79. 

The  rules  for  punctuation  in  Sentence  and  Theme  differ  in  only  a 
few   minor   details   from   those   given   in   all   the   authoritative   manuals 


52  PILOT  BOOK  FOR 

revised  since  1900 :  Manual  for  Writers  by  Manly  and  Powell,  Punctua- 
tion by  F.  H.  Teall,  Why  We  Punctuate  by  W.  L.  Klein,  The  Practice  of 
Typography  by  T.  L.  DeVinne,  The  King's  English  by  H.  W.  and  F.  G. 
Fowler,  Manual  of  Good  English  by  MacCracken  and  Sandison.  The 
writer  has  not  been  so  bold  as  to  interpret  modern  usage  without 
diligent  consultation  of  the  interpretations  of  other  men.  He  has 
even  examined  two  or  three  dozen  rhetorics,  just  to  be  on  the  safe 
side,  but  finds  that  for  the  most  part  these  report  some  customs  that  the 
scrupulous  periodicals  discarded  a  generation  ago — notably  the  combi- 
nation of  dash  and  comma,  and  the  semicolon  before  e.g. 

Not  that  it  matters  greatly  which  code  or  combination  of  codes  is 
taught  in  a  school.  But  a  teacher  works  with  more  assurance  if  he  knows 
that  he  is  teaching  something  real,  perfectly  definite,  and  founded  on  a 
great  body  of  easily  accessible  usage.  To  search  literature  for  answers 
to  questions  of  usage  in  words  requires  so  much  time  that  most  of  us 
have  to  depend  upon  dictionaries;  but  answers  to  questions  of  usage  in 
punctuation  may  be  readily  found  by  looking  at  copies  of  the  Outlook  or 
the  Nation  or  the  Independent.  A  teacher  who  is  skeptical  about  any  of 
the  twenty  rules  in  this  book,  or  is  skeptical  about  any  manual,  may 
easily  look  up  the  facts  of  modern  custom. 

And  pupils — boys  at  least — study  with  more  conviction  if  they  feel 
that  their  school  work  is  with  practical  matters,  if  they  realize  that 
commas  are  carefully  considered  in  the  offices  of  the  Saturday  Evening 
Post  and  Sears,  Eoebuck  and  Company,  if  they  know  that  great  sums 
of  money  have  been  lost  because  of  commas  misplaced  in  laws  and  wills. 
Commas  are  very  business-like  realities.  They  are  not  ' '  just  our  English 
lesson,"  but  are  a  part  of  life,  existing  for  reasons  more  powerful  than 
the  demands  of  elementary  education. 

The  code  here  given  was  got  up  in  1909,  revised  after  three  years  of 
testing  in  the  class-room,  has  been  severely  tested  every  year  since,  and 
has  been  again  revised  for  use  in  this  book.  Experience  shows  that  the 
result  of  such  thorough  drill  is  not  to  chill  the  ardor  of  imaginative 
youth,  but  to  preserve  youth  from  appearing  uneducated  when  it  commits 
thoughts  to  paper.  Teachers  who  are  dubious  about  devoting  this  amount 
of  time  to  ''mere  marks"  may  well  consider  that  in  the  French  system 
of  elementary  education  children  are  thoroughly  instructed  in  punc- 
tuation from  their  eighth  to  their  twelfth  years,  and  that  thereafter 
heedless  pointing  is  not  tolerated.  This  is  not  a  matter  of  ''sticking  in 
marks";  it  is  a  process  of  producing  decent  sentences,  of  training  chil- 
dren in  expression. 

A  more  complete  exposition,  with  extended  comments  and  sugges- 
tions for  teaching,  is  given  in  Chapter  VIII  of  the  writer's  What  Is 
English?,  Scott,  Foresman  and  Company.  A  brief  summary  of  the 
Twenty  Rules  is  given  in  Lesson  77. 

Punctuation  Leaves  is  a  device  for  enabling  pupils  to  accom- 
plish a  maximum  of  work  in  a  minimum  of  time.  They  may  be  used 
effectively  for  oral  recitation  if  a  teacher  has  not  time  to  correct  them 
as  written  exercises. 

Committing  the  rules  to  memory  accomplishes  nothing  at  all.  The 
whole  attention  of  pupil  and  teacher  must  be  directed  toward  establishing 
a  habit. 


SENTENCE  AND  THEME  53 

LESSON  36 

This  sort  of  exercise  in  stating  the  topic  of  a  paragraph  is  so  valu- 
able that  it  may  well  be  extended.  No  further  material  is  printed  in 
the  text  because  any  school  classic  or  interesting  history  will  furnish 
good  specimen  paragraphs.  Long  paragraphs  are  to  be  avoided.  The 
two  requisites  demanded  in  the  text  are  cardinal  in  naming  topics:  1. 
Be  specific.  It  is  astounding  to  see  how  many  pupils  will  fight  shy  of 
any  concrete  particular,  but  will  give  vague,  abstract,  all-inclusive  topics. 
2.  Name  what  one  matter  the  sentences  are  all  about.  The  work  of 
detecting  what  all  the  sentences  have  in  common  trains  a  pupil  to  think 
about  having  all  the  sentences  of  his  own  paragraph  directed  to  one 
purpose. 

Comments  on  Exercise.  Paragraphs  of  "Clothing  for  Ornament": 
1.  The  clothing  of  savages  is,  in  the  main,  not  for  protection.  2.  The 
early  savage  races  used  clothing  as  an  ornament,  for  vanity.  3.  The 
laughable  vanity  of  savages  in  wearing  a  bit  of  civilized  clothing. 
4.  Uncomfortable  clothing  endured  for  the  sake  of  vanity.  5.  The  dis- 
comfort of  ornamental  rings.  6.  The  discomfort  of  rings  in  ears  and 
nose.  7.  Modern  protective  clothing  is  ornamental.  Paragraphs  of 
"Mr.  Babcock's  Clients":  1.  The  envelope  full  of  documents  to  be 
taken  to  Plum  Hill.  2.  The  jolting,  clattering  ride  to  Plum  Hill.  3. 
Mr.  Babcock's  six-foot  oflSce.  4.  Babcock's  figuring  of  discounting 
Varnum's  note.     5.  Babcock's  being  startled  at  seeing  Martin. 

THEME  17 

Attention  should  be  drawn  to  exactly  what  is  said  about  the  motor- 
cycle: the  boy  supposed  it  had  broken  down;  the  corporal  "grunted  and 
continued  to  potter";  at  the  end,  very  briefly,  we  are  simply  told  that 
the  boy  "did  not  think  to  wonder  at."     A  natural  topic-division  is: 

1.  Meeting. 

2.  Getting  acquainted. 

3.  The  attractions  of  soldiering. 

4.  Gathered  in. 

Pupils  should  be  cautioned  that,  though  the  narrative  might  be  continued, 
this  compact  form  about  the  one  episode  is  better  structure  and  is  more 
interesting. 

A  tall,  gaunt  farmer-boy  had  been  plowing  the  lower  forty  of  Old 
Man  Huggins's  farm.  The  road  to  the  mountains  lay  along  one  side  of 
the  field,  and  as  the  boy  turned  and  started  to  plow  his  furrow  toward 
the  road,  he  noticed  that  a  motorcycle  had  stopped  just  beyond  the  fence. 
"Broke  down,"  the  boy  commented  to  himself,  as  he  saw  the  tan-clad 
rider  dismounting.  Over  the  mule's  huge  back  he  watched  as  he  drew 
nearer.     "Why,  the  rider  was  in  uniform;   he  must  be  a  soldier!" 

Sure  enough,  when  the  fence  was  reached,  the  boy  saw  that  the 
stranger  was  dressed  in  the  regulation  khaki  of  Uncle  Sam,  with  the 
U.  S.  in  black  letters  at  the  vent  of  the  collar  and  two  stripes  on  the 
left  sleeve. 

"Broke  down?"  the  boy  queried,  dropping  his  plow-handles. 


54  PILOT  BOOK  FOR 

The  corporal  grunted  and  continued  to  potter  with  his  machine. 

''You  in  the  armyf  the  boy  continued,  leaning  on  the  fence. 

' '  You  bet !  ' '  assented  the  soldier.  Then,  looking  up  and  taking  in 
the  big,  raw-boned  physique  of  the  youngster,  ''Ever  think  of  joinin'?" 

"Can't  say's  I  did." 

"Got  any  friends  in  the  army?" 

"Nope." 

"Fine  life."  The  motorcycle  was  attracting  little  of  the  recruiting 
officer's  attention  now,  for  he  was  a  recruiting  officer,  and  engaged  in 
one  of  the  most  practical  phases  of  his  work. 

"Them  soldiers  have  a  pretty  easy  life,  don't  they?"  Evidently 
the  boy  was  becoming  interested. 

The  recruiting  officer  laid  down  his  tools,,  pulled  out  a  pipe,  and  sat 
down  comfortably  under  a  small  sycamore  tree  at  the  roadside. 

"Not  so  very  easy,"  he  replied,  "but  interesting  and  exciting." 
He  paused  for  a  minute  to  scrutinize  the  prospective  recruit  more  closely. 
To  his  experienced  eye  the  boy  appeared  desirable.  Slouchy,  dirty,  and 
lazy-looking  perhaps;  but  there  were  nevertheless  good  muscles  and  a 
strong  body  under  those  ragged  overalls.  The  corporal  launched  into  hisr 
story. 

For  twenty  minutes  the  boy  listened  open-mouthed  to  the  stories  of 
post  life,  where  baseball,  football,  and  boxing  divided  the  time  with 
drilling;  of  mess-halls  where  a  fellow  could  eat  all  he  wanted  to,  free; 
of  good-fellowship  and  fraternal  pride  in  the  organization;  of  the  pleas- 
ant evenings  in  the  amusement  rooms  in  quarters.  And  then  of  the  life 
of  the  big  world,  of  which  the  boy  had  only  dreamed;  of  the  Western 
plains;  of  Texas,  the  snowy  ridges  of  the  great  Rockies,  New  York, 
Chicago,  San  Francisco,  the  Philippines,  Hawaii,  the  strange  glamor  of 
the  tropics,  the  great  wildernesses  of  the  frozen  North. 

"It  seems  'most  like  as  I'd  like  to' join, "  was  the  timid  venture. 

"What's  your  name?" 

"Steve  Bishop." 

' '  All  right,  Steve ;  come  in  and  see  me  the  next  time  in  town, ' '  said 
the  corporal,  rising.     ' '  We  '11  talk  it  over. ' ' 

And,  mounting  his  motorcycle,  he  was  gone  down  the  road  in  a 
whirl  of  red  dust.  Nor  did  the  farmer  boy  think  to  wonder  at  the  sudden 
recovery  of  the  apparently  stalled  machine. 

"Missionary  work,"  explains  the  corporal.  "We  never  beg  'em  to 
join;  but  we  do  sort  of  give  'em  the  idea.  Like  joinin'  the  Masons,  you 
know,"  he  said,  winking  and  giving  me  the  grip. 

LESSON  37 

The  comma  with  the  and  that  joins  the  last  two  items  has  a  smaller 
majority  of  usage  in  its  favor  than  any  other  rule  in  the  book.  The 
Saturday  Evening  Post,  for  example,  and  the  Montgomery  Ward  cata- 
logue do  not  use  the  comma.  The  teaching  of  two  generations  ago  was 
that  the  comma  should  be  used,  of  one  generation  ago  that  it  should  not 
be  used.  Today  a  majority  of  careful  periodicals  use  it;  it  is  expected 
by  college  examiners;  and  is  recommended  bj^  all  the  manuals. 


SENTENCE  AND  THEME  55 

LESSON  38 

The  writer  will  be  grateful  for  any  suggestions  about  devices  for 
teaching  the  distinction  between  restrictive  and  non-restrictive.  Every 
bit  of  tactics  in  the  text  has  resulted  from  some  measure  of  success  in 
the  class-room,  has  been  found  useful  in  practice;  but  improvements  can 
doubtless  be  made,  and  the  best  attack  can  be  developed  only  by  the  con- 
certed efforts  of  a  generation  of  teachers  who  sedulously  seek  the  avenues 
by  which  light  may  be  made  to  enter  literal  minds.  The  importance  of 
the  subject  may  be  estimated  when  one  reflects  that  all  punctuation  within 
the  sentence  is  of  only  two  sorts:  separating  items  of  a  series  or  separat- 
ing non-restrictive  elements.  The  first  is  comparatively  easy;  the  second 
causes  most  of  our  difficulties. 

Comments  on  Exercise,  ("t.  p."  means  ^'that  or  those  particu- 
lar.") 1.  t.  p.  half-dollar  that,  t.  p.  one  that.  2.  t.  p.  wheels  which. 
3.  that  kind  of  air  of  self-conceit  that  is.  4.  t.  p.  time  of  which,  that 
sort  of  highly  favored  places  which.  5.  the  sort  of  man  who,  the  sort 
of  ideas  that.  6.  for  that  sort  of  persons  whose.  7,  t.  p.  chains  that. 
8.  that  kind  of  horse  that  would.  9.  the  kind  of  opinion  that,  t.  p. 
opinion  that,     10.  of  the  sort  of  people  whose. 

For  spelling  dictation:  1.  He  is  coming  on  Wednesday  for  the 
marriage  of  his  daughter.  2.  It  may  be  all  right  to  have  women  in 
Congress,  but  how  about  the  White  House?  3.  I  am  particularly  anxious 
that  we  should  have  a  separate  room  for  our  art  work.  4.  Americans 
used  to  think  that  the  twenty-second  of  February  was  a  rather  solemn 
day.  5.  We  can't  feel  too  sure  that  a  college  education  is  necessary. 
6.  Doesn't  it  cost  more  than  a  quarter? 

LESSON  39 

Grounding  an  average  class  thoroughly  in  the  constructions  of  rela- 
tives takes  more  time  than  a  teacher  can  realize.  A  class  that  seems  to 
have  a  fair  understanding  may  after  an  interval  of  two  weeks  seem  to 
have  lost  its  understanding.  The  average  class  will  not  learn  properly 
how  to  handle  relatives,  even  after  it  has  been  through  the  review  offered 
in  Lesson  G  in  the  Appendix,  and  sentences  258-313.  Two  or  even  six 
more  lessons  may  be  needed. 

The  writer  believes  in  this  method  of  reviewing  after  an  interim  and 
would  have  suggested  it  more  frequently  in  his  arrangement  of  lessons  if 
he  had  not  feared  that  the  table  of  contents  might  seem  haphazard. 

Comments  on  Exercise.  (The  modified  word  is  given  first  in  each 
case.)  1.  i)istol  which  he  pointed,  burglar  who  confronted.  2.  build- 
ing that  had  been  erected,  travelers  who  had  seen.  3.  one  who  had  seen, 
kind  (or  possibly  playing)  that  they  have.  4.  shops  that  we  visited, 
articles  that  he  had.  5.  broadsword  that  had  been  used,  knight  who 
died,  battle  of  wHich  he  had  spoken.  6.  judges  who  had,  millions  over 
whom  they  had.  7.  man  whose  conscience  is,  opportunity  that  is  offered. 
8.  manager  in  whom  we  have,  manager  from  whom.  9.  tax  that  is 
developed,  all  that  it  needs.  10.  parade  which  took  place,  company  that 
was  made.     11.  manager  who  lived,  contractor  who  did. 


56  PILOT  BOOK  FOR 

LESSON  40 

Comments  on  Exercise.  1.  all  that  it  needs,  can  that  you  see. 
2.  policeman  that  we  had,  one  that  we  have.  3.  rule  that  we  had,  answer 
that  you  ought.  4.  debates  that  they  hold.  5.  none.  6.  ship  that 
he  entered.  7.  evidences  that  we  have.  8.  life  that  he  had  laid  {he 
thought  is  parenthetical;  see  page  207,  sec.  184).  9.  struggle  that  he 
had.  10.  box  that  they  sent,  pleasure  that  they  had  given.  11.  feeling 
that  I  have,  question  that  you  ask.  12.  tennis  that  we  get,  mosquitos 
that  we  are  bitten  by.  13,  everything  that  he  needs,  everything  that 
his  visitors  need,  pleasure  that  he  likes.  14.  wealth  that  Captain  Kidd 
buried,  boat  that  he  showed.  15.  feelings  that  I  had,  coat  that  I  was 
throwing,  letter  that  you  gave.  16.  dislike  that  he  has,  food  that  you 
set. 

LESSON  42 

Comments  on  Exercise.  1.  he  whoever  goes.  2.  vice  which  he  did 
not  acquire.  3.  matter  that  man  must  settle.  4.  governor-general  who 
is.  5.  stone  by  which  the  crew  keep.  6.  thing  that  he  read,  ^*  Ship- 
wreck'*  with  which  he  was  delighted,  "Shipwreck"  of  which  he  could 
repeat  pages.  7.  gods  which  your  fathers  served.  8.  specimen  which 
Ramaji  had  mounted.  9.  canyon  whose  bottom  we  could  not  see.  10. 
oranges  that  you  brought  (from  here  on  there  are  frequent  parenthetical 
clauses  like  ''you  say").  11.  object  that  I  had.  12.  him  whoever  got. 
13.  fruit  that  is  best.  14.  broker  who  would  lend.  15.  everything  that 
we  had.  16.  snakes  which  may  be  seen,  holes  into  which  they  retreat. 
17.  Shiennes  of  whom  many  wore.  18.  cherries  which  squaws  had  dried. 
19.  king  who  was.  20.  nothing  that  we  need  {that  is  the  obj.  of  of). 
21.  one  who  won.  22.  nabob  whom  everybody  envied.  23.  him  whoever 
draws.  24.  he  who  had.  25.  this  that  dare  {dare  is  subjunctive,  and 
so  has  no  s) . 

LESSON  43 

Comments  on  Exercise.  1.  who,  I  will  add,  appeared  to  be.  2.  for 
some  particular  line  that  might.  3.  ridiculous  to  say  "and  I  will  add 
that  he  returned  on  these  many  days."  4.  and  I  will  explain,  by  the 
way,  what  the  box  had  formerly  been  used  for  (it  would  make  sense  to 
write  this  clause  as  restrictive,  but  the  author  wanted  to  show  the  other 
meaning).  5.  and  at  this  door  I  took  the  liberty  of  knocking.  6.  and 
here  in  this  apartment  I  saw  Linton.  7.  who,  he  explained,  were  cer- 
tainly oflScers  of  justice.  8.  that  kind  of  resolute  front.  9.  and  I  Avant 
to  explain  how  very  long  a  row  it  was  out  to  the  vessel.  10.  and  Clar- 
ence did  not  dare.  11.  an  expression,  I  may  add,  which  meant  (this 
appositive  effect  is  often  useful  for  bringing  out  the  non-restrictive 
meaning  of  a  clause).  12.  and  I  will  add  an  explanation  of  why  the 
whole  life  depends.  13.  those  particular  Dutch  merchants  who,  and  I 
might  explain  that  these  suburbs  are  on  higher  land  and  are  pleasanter 
to  live  in. 

For  spelling  dictation:     1.  I  sincerely  hope  he  will  entirely  recover. 


SENTENCE  AND  THEME  57 

2.  *' Safety  first"  is  surely  a  useful  motto.  3.  Could  you  learn  to  spell 
separate  by  writing  it  ninety  times?  4.  We  know  definitely  that  little 
birds  arc  not  peaceable  in  their  nests.  5.  Agnes 's  uncle  was  immensely 
pleased  with  the  arrangement.  6.  I  shall  be  extremely  obliged  if  you 
,  will  answer  immediately. 

LESSON  44 

Comments  on  Exercise.  ("Non"  means  that  there  should  be  a 
comma;  "res"  means  that  there  should  not  be  a  comma.)  1.  who  nou 
(there  is  only  one  Lloyd  George),  that  res  (a  kind  of  settlement  that). 
2.  who  res  (any  particular  person  whatever).  3.  which  non  (refers  to 
the  whole  statement  very  loosely).  4.  who  res  (any  particular  man 
who),  who  res  (any  particular  actor  who).  5.  that  res  (that  particular 
one  that  is  largest),  which  non  (there  is  one  U.  S.  government),  that 
res  (a  certain  transport).  6.  which  non  (it  is  not  "that  particular 
pay  which  is  desposited").  7.  that  res,  which  non.  8.  in  which  res. 
9.  which  non.  10.  which  non.  11.  which  non,  the  res  (understood 
after  circumstance). 

For  spelling  dictation:  1.  Civilized  people  ought  not  to  criticize 
before  they  know  what  they  are  talking  about.  2.  We  had  lost  the 
address  of  the  man  who  was  to  furnish  supplies.  3.  He  meant  to  show 
his  heroism  by  approaching  close  to  the  bull.  4.  My  opinion  is  that 
the  sun  will  net  be  shining  when  we  arrive.  5.  Don't  be  too  severe  in 
your  criticism  of  her  actions.  6.  There  is  one  syllable  that  stretches 
to  the  length  of  eight  letters.     [The  syllable  is  straight,] 

LESSON  45 

Comments  on  Exercise.  1.  that  P.  was  getting  obj.  of  saw; 
whether  we  shouldn't,  etc.  obj.  of  asked.  2.  that  he  wanted  appos. 
with  idea;  how  much  we  would  ask  obj.  of  to  know.  3.  you  must 
hurry  obj.  of  feel  (for  you  feel  see  the  note  on  page  367).  4.  that 
everything  has  resulted  obj.  of  admit.  5.  that  he  had  a  spirit  obj.  of 
denied,  that  his  temper  was,  that  his  deportment  was,  that  his  hatred 
was  objs.  of  must  acknowledge.  6.  how  he  did  it  sub.  of  is,  he  had 
strength  obj.  of  thouglit.  7.  none.  8.  that  communities  can  be  freed, 
that  amount  can  be  reduced,  that  rate  can  be  lowered  subs,  of  has  been 
demonstrated,  that  appropriations  be  sub.  of  is.  9.  whether  they  could 
tell  obj.  of  to  ask,  how  country  felt  obj.  of  could  tell.  10.  none.  11. 
that  fellow  should  have  had  sub.  of  is,  where  we  had  been  obj.  of  to 
ask,  that  he  docsn  't  know  in  appos.  with  proof,  how  a  gentleman  ought 
obj.  of  does  know. 

For  spelling  dictation:  1.  I  couldn't  imagine  why  he  slammed  the 
door  so  hard.  2.  It  occurred  to  me  that  I  had  better  look  around  for 
some  way  to  earn  a  few  nickels.  3.  His  complete  apologies  removed 
the  hard  feelings  that  he  had  aroused.  4.  If  she  wants  us  to  think  siie 
is  an  angel,  she  ought  not  to  lose  her  temper  so  easily.  5.  The  boy 
replies  pleasantly  as  soon  as  he  has  been  paid.  6,  Tunnels  are  not 
made  on  the  level  prairies. 


58  PILOT  BOOK  FOR 

LESSON  46 

The  writer  used  ''wliat=that  which"  for  many  years,  but  feels 
sure  that  he  is  nearer  the  truth  and  is  teaching  more  effectively  since  he 
changed  to  the  procedure  indicated  in  the  text. 

Comments  on  Exercise.  I.  1.  one  that  you  met,  res.  8.  That  causes 
the  water  has  no  real  antecedent  (though  if  students  say  that  push  is 
the  antecedent,  they  are  excusable;  see  page  307;  the  real  syntax  is 
''it,  the  force  that  causes  the  water,  is  the  push."),  pulleys  in  which 
one  is,  non.  11.  Pope  and  cardinals  who  had  entered,  non.  13.  force 
which  princes  could  bring,  res  {trained  is  merely  a  passive  participle). 
15.  meals  which  were,  non.     17.  those  who  have  watched,  res. 

II.  1.  what  you  would  have  thought  may  be  called  the  object  of 
wonder  (though  we  can  hardly  think  of  a  sentence  in  which  wonder 
would  have  a  noun  for  an  object;  ef.  sentence  6),  where  you  lived  obj. 
of  to  tell.  2,  that  a  saucer  will  freeze  sub.  of  is  said.  3.  what  I  re- 
garded obj.  of  at.  4.  none.  5.  that  proportion  would  die  sub.  of  was 
feared,  if  elk  could  be  dipped  obj.  of  doubted.  6.  that  company  should 
turn  may  be  called  the  object  of  insisted.  7.  that  he  will  have  obj.  of 
believes.  8.  what  would  be  obj.  of  of.  9.  how  fellow  would  continue 
obj.  of  to  see.  10.  what  might  be  revealed  obj.  of  to  ascertain.  11. 
none.  12.  they  had  seen  and  had  obj.  of  said,  that  previsions  might 
give  obj.  of  except.  13.  that  force  would  be  obj.  of  saw.  14.  that 
regiment  should  advance  and  make  in  appos.  with  orders.  15.  that  price 
was  ret.  obj.  of  were  informed.  16.  that  men  should  have  obj.  of  to 
believe,  which  is  way  obj,  of  of.  17.  why  aviator  cuts  may  be  called 
the  object  of  wondered.  18.  that  he  would  be  disfigured  in  apposition 
with  bets.  19.  that  they  remembered  obj.  of  to  see,  what  Sandy  had 
said  obj.  of  remembered.  20.  that  the  Erie  Canal  was  completed  sub. 
of  was. 

LESSON  49 

For  spelling  dictation:  1.  In  my  judgment  a  library  is  not  so  im- 
portant as  our  athletics.  2.  He  is  top  practical  a  man  to  care  much 
for  argument.  3.  What  is  the  difference  between  a  tragedy  and  a 
comedy  ?  4.  Truly  I  don 't  know  what  the  shepherds  do  in  bad  weather. 
5.  I  grew  weary  of  the  ninth  chapter  after  I  had  made  three  separate 
translations  of  it. 

LESSON  51 

Comments  on  Exercise.  Examples  of  the  following  used  restrict- 
ively  are  given  in  the  lesson:  as  if,  as  though,  before,  whenever,  after, 
while;  an  example  of  if  is  on  page  250,  of  unless  on  page  251,  of  when 
and  where  on  page  238 ;  I  have  not  seen  him  since  he  returned  from  Brazil ; 
the  accident  happened  just  as  I  was  turning  the  corner. 

LESSON  52 

The  attack  upon  the  ' '  so  "  habit  is  another  specific  way  of  improving 
style  inwardly  by  securing  what  might  seem  to  be  a  merely  superficial 
change. 


SENTENCE  AND  THEME  59 

Comments  on  Exercise.  1.  while  non  because  it  means  but.  2.  when 
non  because  it  means  **and  after  that  they  are"  (the  where  clause  is 
noun,  obj.  of  to).  3.  when  is  naturally  understood  as  restrictive;  a 
comma  would  mean  '*and  I  will  add  that  they  have  to."  4.  as  if  res; 
means  ** whizzing  in  just  such  a  way  as  if."  5.  than  res,  comparison 
with  sooner.  6.  while  res ;  means  * '  watched  at  the  particular  time 
while";  for  non,  adding  a  reason.  7.  as  though  res,  in  that  particular 
way.  8.  so  that  non,  showing  result.  9.  since  res,  that  particular  time 
when.  10.  so  non,  showing  result.  11.  since  non,  showing  a  reason. 
12.  though  non,  meaning  but. 

THEME  23 
This  elephant  story  is  told  as  fact  by  Popular  Mcclmnics  for  Decem- 
ber, 1916.     The  dates  and  the  names  of  towns  are  given. 

LESSON  53 

Note  the  statement  on  page  252  about  ' '  make  sense  either  way. '  *  It 
is  a  clue  for  avoiding  much  trouble  and  wasted  time.  Disputes  about 
because  may  be  very  subtle,  and  they  are  not  worth  while.  Attention 
must  always  be  centered  on  ^'what  does  the  comma  mean?"  There  can 
never  be  any  dispute  about  that.  If  a  student  can  explain  what  meaning 
is  conveyed  by  using  or  not  using  a  comma,  and  if  that  meaning  makes 
sense,  he  has  recited  correctly.     So  for  the  other  conjunctions. 

Comments  on  Exercise.  1.  unless  res;  means  "except  under  the 
particular  condition  of  finding  that."  2.  if  res;  means  "I  should  under 
that  particular  condition,"  3.  as  closely  res,  as  shown  by  '*just. " 
4.  until  res;  "until  that  particular  time."  5.  as  res;  "in  just  that 
particular  way";  when  res.  6.  as  non,  giving  a  reason.  7.  because 
may  be  restrictive,  showing  that  "I  don't  like  for  this  particular  rea- 
son"; but  after  a  negative  it  is  more  natural  to  say,  "and  the  reason 
why  I  don 't  like  is " ;  while  res.  8.  as  non,  giving  a  reason.  9.  none. 
10,  if  res;  should  like  only  under  one  particular  condition."  11.  seeing 
is  really  the  kind  of  preposition  described  on  pages  81-82,  sec.  59;  hence 
the  clause  is  a  noun  clause,  object  of  seeing;  the  phrase  is  a  loose,  non- 
restrictive  modifier.  12.  whether  non,  very  loosely  added.  13.  the  more 
slowly  you  go  is  non,  like  those  in  sec.  218.  14.  unless  res.  15.  as  and 
if  res;  second  as  non,  giving  a  reason.  16.  till  non,  like  "until  finally" 
below  the  middle  of  page  250.     17.  when  res,  as  non,  when  res. 

THEME  26 
The  material  of  "Americans  First"    (abridged   from  an   OutlooTc 
article)  is  in  three  natural  divisions: 

1.  "What  was  wrong  in  Detroit. 

2.  The  plan  for  setting  things  right. 

3.  The  success  of  the  plan. 
Division  1 

In  the  great  manufacturing  city  of  Detroit,  where  half  the  motor, 
cars  in  the  country  are  made,  three-fourths,  of  the  population  was  born  of 


60  PILOT  BOOK  FOR 

foreign  parents.  There  are  Russians,  Poles,  Italians,  Jews,  Hungarians, 
Rumanians,  Greeks,  Belgians,  and  Armenians.  During  the  hard  times  of 
1914  factories  ran  down,  and  80,000  men  lost  their  jobs.  Great  melan- 
choly mobs  of  the  jobless  prowled  through  the  chilly  streets.  The  Board 
of  Commerce  organized  relief  work;  it  undertook  to  find  employment  for 
those  who  were  out  of  work.  This  effort  was  successful  in  the  cases  of 
those  foreign  laborers  who  could  speak  English,  but  most  of  the  sixty 
thousand  men  who  knew  only  the  tongue  of  the  land  of  their  birth  re- 
mained jobless.  Then  and  there  the  Board  of  Commerce  found  the  germ 
of  the  trouble.  They  learned  that  most  of  the  unemployment  was  due  to 
the  inaMlity  of  foreign  laborers  to  fit  American  jobs,  which  ivas  due  pri- 
marily, of  course,  to  their  inability  to  understand  English. 

Division  2 

Thereupon  the  members  of  the  Board  of  Commerce  went  to  work  to 
remedy  the  evil  by  striking  at  its  root.  They  assisted  the  Board  of  Edu- 
cation in  opening  night  schools  where  the  foreigners  might  learn  English. 
In  all  factories  posters  were  placed  on  bulletin-boards  urging  the  men  to 
go  to  school  in  order  to  ' '  become  better  citizens  and  get  better  jobs. ' '  In 
all  factories  slips  bearing  similar  advice  were  inserted  in  pay  envelopes. 
Every  one  in  Detroit  jumped  into  the  campaign  with  enthusiasm.  Saloon- 
keepers pasted  on  saloon  walls  the  posters  adjuring  the  alien  to  embrace 
Uncle  Sam,  department  stores  put  slips  of  information  about  the  night 
schools  in  the  packages  of  every  customer  who  looked  like  a  foreigner, 
ministers  preached  ''Americanization"  in  the  churches  of  the  foreign 
quarters,  and  the  editors  of  foreign  newspapers  harped  on  the  same  key 
in  editorial  addresses  to  their  people.  Whenever  an  Italian  or  Polish 
young  woman  drew  a  book  from  the  public  library,  she  found  therein  one 
of  the  ubiquitous  slips  telling  how  her  friends  who  knew  no  English  might 
learn  it  free. 

The  Board  of  Health,  the  Poor  Commission,  the  juvenile  courts,  the 
Associated  Charities,  the  employment  bureaus,  the  Boy  Scouts,  and  the 
Young  Men's  Christian  Association  all  put  their  shoulders  to  the  wheel 
which  has  been  rolling  Detroit  out  of  the  mire  of  hyphenism. 

On  three  nights  a  week  during  the  first  half  of  the  school  year  these 
grown-up  pupils  study  English.  A  fourth  night  is  given  over  to  recrea- 
tion— dances,  moving-pictures,  and  the  performances  of  glee  clubs  and 
orchestras  formed  by  the  music-loving  foreigners.  On  this  night  also  the 
men  who  want  it  are  given  instruction  in  methods  of  applying  for  jobs 
and  for  naturalization.  The  manufacturers  of  Detroit  have  agreed  to 
give  the  preference  among  job  applicants  to  those  who  have  studied  at 
flie  night  schools,  and  an  up-to-date  attendance  card  with  a  good  word 
from  the  night  school  teacher  is  an  almost  certain  open  sesame  to  a  job. 

Division  3 

''Americans  first."  Those  words  are  on  the  tongue  of  every  De- 
troiter  today.  Detroit  is  today  a  wonderful  spectacle  of  team  work. 
There  is  none  of  the  petty  jealousy  between  different  agencies  working 
toward  the  same  goal  which  usually  is  found  in  even  the  most  praise- 
. worthy  movements  engaging  many  men.  Never  have  I  seen  a  city  so 
united  for  a  common  end,  not  even  in  the  case  of  a  city  fighting  a  deadly 
epidemic.    In  its  great  desire  to  digest  the  alien  ingredients  which  it  kas 


SENTENCE  AND  THEME  61 

swallowed  Detroit  has  achieved  what  Maeterlinck  calls  *'the  spirit  of 
the  hive." 

The  Italian  workman  who  has  taken  the  time  after  his  hard  day's 
work  to  go  to  the  night  school  is  warmed  to  the  bottom  of  his  warm 
heart  when  "de  bigga  boss"  drops  in  for  a  look  at  the  school,  as  **de 
bigga  bosses"  frequently  do,  for  the  two  hundred  and  fifty  manufactur- 
ers who  are  cooperating  with  the  Board  of  Commerce  and  the  Board  of 
Education  realize  well  how  much  can  be  accomplished  by  personal  atten- 
tion. The  lunch-hour  talks  held  in  Detroit  factories  just  before  the  open- 
ing of  the  schools  each  year,  when  the  presidents  of  corporations  urge 
their  employees  to  learn  English  and  become  Americans,  indicate  how 
firmly  the  business  leaders  of  Detroit  have  caught  the  *' America  first" 
idea. 

One  prominent  business  man  was  asked,  "Does  it  pay?" 

*  *  Well, ' '  he  replied,  ' '  we  haven 't  figured  it  out  in  dollars  and  cents, 
for  we  have  not  been  interested  in  that  aspect  of  it,  although  I  'm  in- 
clined to  believe  that  any  auditing  test  would  show  that  it  does  pay  in 
that  way,  too.  Certainly  it  pays  in  a  larger  sense.  It  pays  in  that  it 
promotes   industrial   efficiency   and    organization. 

' '  Before  we  began  sending  our  employees  to  night  school  there  were 
among  our  men  conflicting  industrial  cliques.  German  workmen  would 
object  to  working  with  Russians,  or  vice  versa.  Men  of  one  race  could 
hardly  tolerate  a  foreman  of  another  race. 

"But  since  we  launched  our  policy  of  'Americans  first'  all  that  has 
disappeared.  Of  course  the  Germans  are  still  proud  of  their  descent, 
just  as  the  Belgians  or  Italians  are,  but  they  don 't  talk  about  it  in  the 
shop  as  they  usfed  to,  and  they  don't  fight  about  it  any  more. 

"The  most  important  thing  about  this  Americanizing  of  foreign 
workmen  is  that  it  promotes  industrial  peace.  It  has  been  a  hard  blow 
at  the  padrone  system.  When  our  men  have  grievances  now,  they  are 
able  to  come  to  us  and  tell  us  about  them,  instead  of  going  to  a  dishonest 
boss  of  their  own  nationality,  who  fans  the  fire  for  his  own  ends.  This 
work  produces  unity  and  team  work  in  the  shop.  That  is  its  most  impor- 
tant benefit — it  leads  to  team  work. ' ' 

Detroit  business  men  have  tasted  the  satisfaction  that  comes  to  him 
who  is  a  smooth  unit  in  one  great  smoothly  running  machine.  Detroit 
will  continue  to  be  for  "Americans  first." 

LESSON  56 

Real  stimulus  is  given,  real  relation  to  life  is  established,  every  time 
a  class  is  reminded  that  hard-headed  business  men  consider  a  textbook 
subject  important.  If  a  class  hears  that  the  Hamilton  Watch  Company 
set  up  a  school  to  teach  its  office  force  how  to  write  less  conventional 
letters,  more  correct  and  more  appealing,  the  class  feels  differently  toward 
its  composition  work — yes,  differently  toward  dry  grammar  and  punctua- 
tion. The  National  City  Bank  of  New  York  has  a  night  school  in  whicli 
employees  learn  about  lie  and  lay,  about  phrases  and  clauses;  as  a  matter 
of  business  the  Bank  wishes  its  clerks  to  know  those  subjects;  as  a  mat- 
ter of  sound  pedagogy  we  teachers  should  let  pupils  know  what  banks 
and  factories  think.    If  some  prominent  business  man  in  your  city  can  be 


62  PILOT  BOOK  FOE 

induced  to  testify — in  person  or  in  writing — that  he  cares  a  great  deal 
about  carefulness,  accuracy,  real  knowledge  of  sentence  elements,  he  may 
do  more  for  sound  education  in  five  minutes  than  a  teacher  can  do  in  five 
weeks.  If  pupils  feel  that  all  this  analysis  of  sentences  has  a  business- 
like purpose,  they  work  very  much  better. 

Comments  on  Exercise.  1.  horse  was  stamping;  animal  in  appos.; 
phrases  mod.  stamping.  2.  difficulty  is  to  fill;  in  experiment  mod.  difii- 
culty;  aside  from  making  is  a  loose  parenthetical  mod.  of  is;  tight  is 
obj.  pred. ;  at  start  mod.  to  fill.  3.  bandits  swarmed;  in  neighborhood 
mod.  swarmed;  at  hours  mod.  swarmed;  victimizing  mod.  bandits;  in 
week  mod.  victimizing.  4.  pilot  failed;  probably  mod.  failed;  bewildered 
mod.  pilot;  handicapped  mod.  pilot;  to  counteract  is  hardly  an  object, 
but  is  really  a  modifier  of  failed.  5.  to  dye  has  been  found  wise ;  because 
of  shortage  mod.  has  been  found  (though  possibly  mod.  wise) ;  field-gray 
is  obj.  pred. 

LESSON  57 

Comments  on  Exercise.  1.  (you  are)  going;  to  sell  mod.  going; 
present  is  in  appos.  with  watch.  2.  (you)  look;  for  moment  and  at 
picture  mod.  look;  going  mod.  man;  over  falls  and  in  barrel  mod.  going. 
3.  movement  is  known ;  of  f  elloAv  and  during  weeks  mod.  movement.  4. 
your  record  is  good ;  to  be,  etc.,  mod.  is,  judging  is  a  kind  of  preposition 
(see  sec.  59),  and  the  phrase  mod.  is  in  a  loose  way  (cf.  no.  5,  page  262)  ; 
at  all  mod.  good.  5.  knowing  is  different;  all  is  a  pronoun,  obj.  of  know- 
ing; about  streets  mod.  all  (or  possibly  knowing);  from  being  mod. 
different;  able  is  pred.  adj.;  to  find  mod.  able.  6.  he  Avas;  of  aristocracy 
mod.  was;  family  being  mod.  was.  7.  captain  stood;  eyes  flashing,  face 
red  mod.  stood;  swinging  and  yelling  mod.  captain.  8.  he  called  some- 
thing; picking  and  shaking  mod.  he;  about  getting,  etc.,  mod.  something. 

LESSON  58 

A  pupil  writes  more  agreeable  sentences  when  he  has  learned  to  sub- 
stitute for  a  compound  form,  with  a  repeated  subject,  the  simple  form, 
with  a  compound  verb.  If  the  four  lessons  in  diagraming  simple  sen- 
tences had  only  the  one  purpose  of  exhibiting  the  following  distinction, 
they  wouM  be  well  worth  while: 

Mrs.  Thrale  was  unrestrained,  so  she  had .... 
Mrs.  Thrale  was  unrestrained  and  had .... 

Comments  on  Exercise.  1.  wall  was  broad,  afforded,  and  inclosed. 
2.  guide  hunts,  selects,  and  pitches  {left  is  a  passive  participle).  3.  Con- 
gress will  adjourn  and  will  take;  having  appropriated  and  beating  mod. 
Congress.  4.  forecastle  was,  was,  and  had;  being  kept  mod.  forecastle 
(it  is  not  an  absolute  because  there  is  no  noun  or  pronoun  with  it)  ; 
quite  mod.  comfortable,  like  **an  entirely  comfortable,"  but  might  ha 
said  to  mod.  had.  5.  Ave  tumbled ;  keeping  and  keeping  mod.  we ;  on 
is  an  adverb;  with  has  two  objects,  strength  and  help;  for  fear  mod.  keep- 
ing; after  oarsmen  giving  mod.  tumbled  in  a  very  loose  way,  showing 
what  was  being  done  while  we  tumbled.  6.  she  gave  and  ran  and  bounded 
and  ran;   in  midst  mod.  gave;   uttering  and  holding  mod.  she.     7.  we 


SENTENCE  AND  THEME  63 

landed,  crossed,  descended,  and  found;  before  gateway  and  under  block- 
house mod.  found;  riding  mod.  we;  erected  mod.  blockhouse;  to  defend 
mod.  erected. 

LESSON  59 

Comments  on  Exercise.  1.  we  broke  and  moved;  on  25th,  late,  and 
in  afternoon  mod.  broke ;  once  mod.  more ;  more  mod.  moved.  2.  Lily 
made  and  landed;  borrowing  mod.  Lily;  sick,  etc.,  are  appos.  adjs. 
3.  loss  and  disappearance  forced  and  obliged;  to  do  mod.  forced;  to  get 
and  to  attend  mod.  obliged.  4.  Gaston  sat  and  stared;  taken  mod.  Gas- 
ton; motionless  is  a  prcd.  adj.;  gripping  mod.  Gaston.  5.  building  meant, 
required;  among  workmen  mod.  enthusiasm,  loyalty,  and  efficiency  (or 
possibly  required);  speaking  and  intent  mod.  workmen;  breaking  is  in 
appos.  with  purpose.  6.  we  came  and  met;  long  -mod.  after;  after 
leaving,  late,  alternoon,  and  in   midst   mod.   came;    leading  mod.   trail. 

7.  I  compelled  and  made  and  washed;  drink  is  obj.  pred. ;  chafing  mod.  I. 

8.  lights  grew  and  could  be  seen ;  brighter  and  brighter  and  numerous 
are  pred.  adjs.  mod.  lights;   so  of  the  participle  moving. 

LESSON  60 

Most  classes  will  need  a  review  of  clauses  preparatory  to  diagraming 
complex  sentences.  Material  is  provided  in  Lessons  E,  F,  and  G  and  in 
sentences  258-363,  in  the  Appendix.  The  important  element  in  a  good 
review  is  that  it  should  contain  a  mixture  of  subjects,  so  that  a  pupil  is 
obliged  to  think,  to  be  on  the  alert. 

Comments  on  Exercise.  1.  people  are  impressed;  who  clause  mod. 
people ;  that  clause  mod.  sign-language.  2.  you  may  train ;  if  clause  mod. 
may  train;  that  clause  mod.  something;  as  a  cowboy  can  draw  mod.  as 
and  as.  3,  feature  is ;  that  clause  is  p.  n. ;  as  clause  mod.  spells ;  accord- 
ing to  dictionary  mod.  spells.  4.  matters  were;  when  he  found  mod. 
were;  returning  mod.  he;  with  child  mod.  waiting.  5.  he  dies;  two 
if  clauses  mod.  dies.  6.  it  Avas  {it  refers  vaguely  to  my  action  of  the 
preceding  clauses)  ;  when  clause  mod.  was;  while  clause  mod.  stroked; 
that  I  could  disguise  mod.  feeling  (or  perhaps  sadness).  7.  mother 
cautioned;  to  remember  mod.  caution;  two  that  clauses  are  objs.  of  to 
remember ;  that  she  met  mod.  men ;  because  clause  mod.  were.  8.  dis- 
tance is  increased ;  until  clause  mod.  is  increased ;  which  clause  mod. 
miles;  that  they  wish  mod.  point. 

LESSON  61 

The  campaign  against  and  is  another  way  of  improving  style  by  spe- 
cific instruction.  We  get  nowhere  by  vague  exhortation  to  ' '  make  one 
idea  stand  out " ;  we  achieve  results  only  when  we  specify,  when  we  point 
to  and,  when  we  read  aloud  with  exaggerated  emphasis /'and,  and,  and," 
when  we  inquire  and  inquire  and  inquire  why  it  is  impossible  to  use  who 
or  when  or  while  or  after,  and  why  it  is  impossible  to  put  some  of  these 
clauses  at  the  beginning  of  the  sentence. 

Comments  on  Exercise.  1.  (you)  allow;  when  clause  mod.  allow; 
upon  coming  mod.  drift;  doing  mod.  him;  what  clause  is  obj.  of  doing; 


64  PILOT  BOOK  FOR 

as  the  dead  man's  float  might  be  called  an  elliptical  clause  (see  page 
272),  but  should  not  be  required  or  discussed.  2.  explosion  startled; 
that  clause  mod.  so;  before  clause  mod.  looking.  3.  I  had;  when  clause 
mod.  had;  how  clause  and  who  clause  are  objs.  of  to  know;  that  I  hadn't 
is  obj.  of  to  confess;  though  clause  mod.  the  had  that  follows.  4.  he 
brought  and  turned;  after  hour  mod.  brought;  which  clause  mod.  hour; 
that  he  met  mod.  tourists;  that  he  had  run  away  from  mod.  parents. 
5.  he  was  tickled  and  enjoyed;  until  assassin  shot  mod.  enjoyed;  after 
load  mod.  shot;  about  time  mod.  shot;  the  stage  went  mod.  time.  6.  we 
came  and  had;  than  clause  mod.  sooner;  for  clause  mod.  wished;  that  we 
could  see  mod.  so.  7.  he  took,  put,  turned,  but  could  make  out;  what  it  was 
obj.  of  to  see;  that  he  held  mod.  pin;  what  it  was  obj.  of  could  make. 
8.  Codfishing  is;  because  clause  mod.  is;  which  plow  and  crash  mod. 
steamships;  cutting  and  destroying  mod.  steamships. 

LESSON  62 

Calling  the  semicolon  a  ''half  period"  is  not  a  mere  playful  whim. 
Every  such  expression  for  making  functions  concrete  is  an  engine  for 
driving  home  useful  concepts. 

Comments  on  Exercise.  1.  apparatus  weighs;  that  three  or  four 
could  be  carried  is  estimated.  2.  in  the  first  clause  the  which  clause  mod. 
water,  that  clause  is  obj.  of  except  and  phrase  mod.  resembled ;  in  sec- 
ond clause  the  when  clause  mod.  disappeared.  3.  two  clauses;  spinning- 
wheel  fell,  spinning  began  and  ceased;  in  first 'clause  the  which  clause 
mod.  spinning-wheel;  in  second  clause  the  since  clause  mod.  began. 
4.  three  clauses;  we  could  get,  we  must  have,  much  has;  without  phrases 
mod.  could  get;  to  eat  mod.  food;  over  mod.  working;  materials  is  obj. 
of  working.  5.  two  clauses;  crowd  had  noticed,  they  rose  and  shoved; 
when  clause  mod.  rose;  with  mob-spirit  mod.  rose;  6.  tAvo  clauses: 
storekeeper  is,  he  will  save  but  will  be ;  to  hear  mod.  first ;  if  clause  mod. 
will  save  and  will  be;  as  clause  mod.  inquires;  the  two  verbs  of  the  sec- 
ond clause  are  joined  by  not  only,  but  also;  to  go  mod.  able;  who  clause 
mod.  those. 

LESSON  63 

The  comma  after  an  introductory  adverb  clause  is  one  of  the  few 
remaining  moot  points  in  punctuation.  It  appears  to  be  dying,  like  the 
comma  after  a  phrase;  but  is  still  much  in  favor,  or  is  assumed  to  be 
necessary,  by  school  and  college  authorities. 

THEME    30 

This  is  not  to  be  assigned  as  an  exercise  in  reproducing  details  accu- 
rately, but  as  a  suggestion  for  an  account  of  how  detectives  actually  go 
about  their  work.  Invented  details  may  be  supplied  by  pupils.  Atten- 
tion should  be  drawn  to  the  last  paragraph :  it  is  not  merely  the  final  item 
of  a  series;  it  is  different  in  kind;  it  shows  a  trick  without  which  all  the 
rest  of  the  work  would  have  come  to  naught. 

This  account  is  given  in  an  Outlook  editorial. 

The  reports  of  some  of  the  feats  of  detective  work  accorfiplished  by 


SENTENCE  AND  THEME  65 

modern  policemen  are  as  entertaining  and  no  less  bizarre  sometimes  than 
the  feats  accomplished  by  Sherlock  Holmes  and  Monsieur  Lecoq  in  the 
pages  of  fiction.  Komance  is  not  dead.  The  report  of  a  remarkable 
piece  of  detective  work  by  Sergeant  John  F.  Brennan,  of  the  New  York 
City  Police  Department,  is  as  thrilling  as  a  tale  by  Conan  Doyle  or 
Gaboriau. 

On  June  24,  1916,  at  about  midnight.  Foreman  John  McHugh,  of 
the  New  York  Street  Cleaning  Department,  while  driving  in  a  light  buggy 
near  Sixty-ninth  Street  and  Park  Avenue,  was  run  down  and  killed  by  an 
automobile  speeding  on  him  from  behind.  No  one  saw  the  accident,  and 
there  was  no  description  of  the  car  to  provide  a  clue  for  the  police,  but 
Patrolman  John  G.  Dwyer,  who  discovered  the  wreck  of  the  buggy,  had 
the  presence  of  mind  to  examine  the  street  for  even  the  minutest  evidence. 
This  is  what  was  found :  Twenty-one  pieces  of  glass,  none  more  than  two 
inches  long;  a  nickel-plated  lamp-rim  six  inches  in  diameter,  stamped 
' '  Ham  Lamp  Company,  Rochester,  New  Y'ork " ;  a  piece  of  automobile 
tire  about  three  inches  long. 

With  this  material  Brennan  went  to  work.  In  the  Police  Headquar- 
ters Training  School  he 'had  been  teaching  members  of  the  Traffic  Squad 
that  to  the  expert  automobiles  have  almost  as  much  individuality  as 
human  beings.  Trying  to  put  his  own  theories  into  practice,  this  is  what 
he  learned :  The  pieces  of  glass  proved  to  be  from  three  lenses,  one  a  plain 
glass,  one  a  mirror  lens,  and  a  third  a  concave-convex  lens.  Measurement 
of  the  curves  of  the  glass  fragments  led  him  to  believe  that  the  first  two 
lenses  were  eight  inches  in  diameter,  and  that  the  third  was  six  inches. 
Soot  on  the  concave-convex  lens  told  him  it  had  been  used  on  an  oil  lamp. 
The  fuel  burned  with  the  mirror  lens  he  knew  was  gas.  From  a  date  on 
one  of  the  glass  fragments  and  an  investigation  of  the  patents  issued  on 
that  date  he  learned  the  name  of  the  maker  of  the  lens.  Measurement  of 
the  piece  of  rubber  proved  it  to  be  from  a  four-inch  tire.  On  the  splin- 
tered shaft  of  the  buggy  he  found  gray  paint.  Being  familiar  with  the 
history  of  automobile  development,  Sergeant  Brennan  knew  that  the 
combination  of  eight-inch  gas  head-lights,  six-inch  oil  side-lights,  and 
four-inch  tires  was  characteristic  of  the  earlier  Packards.  With  only  the 
slight  evidence  which  we  have  just  enumerated,  and  his  own  knowledge 
of  motor  cars,  he  determined  that  the  car  which  had  run  down  Foreman 
McHugh  was  a  1909  Packard,  Model  18,  with  nickel-plated  lamps  and 
gray  body.  Moreover,  as  the  car  had  been  in  an  accident,  he  knew  that 
it  probably  needed  repairs. 

To  make  a  long  story  short,  a  search  of  repair  shops  and  garages  led 
to  the  discovery  of  the  car  Brennan  wanted  in  a  garage  in  Allenhurst, 
New  Jersey. 

But  there  was  not  yet  evidence  enough,  after  interviewing  the  owner 
of  the  car,  to  warrant  his  arrest.  Here  Brennan  showed  that  he  under- 
stood human  nature  as  well  as  automobiles.  Believing  that  if  the  owner 
of  the  car  which  Brennan  had  found  were  guilty  he  would  become  nervous 
and  consult  his  lawyer,  Brennan  found  the  name  of  the  man's  legal 
adviser,  and,  hiding  himself  in  a  telephone  booth  near  the  entrance  to  the 
lawyer's  office,  waited  "for  many  perspiring  hours — it  was  July" — 
until  the  motorist  appeared.  Then  the  man  was  arrested  and  was  placed 
under  $5,000  bail,  awaiting  trial. 


66  PILOT  BOOK  FOR 

LESSON  64 

The  most  generally  applicable  and  most  commonly  used  Comment 
on  Rule  13  is  number  6 — ' '  Compound  sentence  when  the  subject  changes. ' ' 
Experience  shows  that  this  motto  hits  about  nine-tenths  of  the  necessary 
applications  in  school  themes. 

LESSON  66 

Comments  on  Exercise.  First  par.  In  the  first  4  sentences  we  have 
almost  the  subject-and-verb-first  type,  but  the  monotony  is  somewhat 
broken  by  apparently  in  no.  1,  by  one  such  in  no.  3,  and  by  nearest  in 
no.  4.  No.  5  begins  with  a  participle  that  has  a  clause  for  an  object; 
no.  6  begins  with  an  if  clause;  no.  7  with  a  phrase.  No.  1  is  really 
complex  (with  the  elliptical  as  clause).  No.  2  is  simple  with  two  verbs. 
No.  3  will  be  called  compound  by  most  students,  but  is  complex;  the 
and  joins  two  because  clauses.  No.  4  is  compound.  No.  5  is  complex. 
No.  6  is  compound,  the  first  clause  being  complex.  No.  7  is  complex; 
the  who  clause  has  two  verbs. 

Second  par.  In  the  first  sentence  a  that  clause  comes  between  the 
subject  and  the  verb;  the  second  begins  with  a  phrase;  the  fourth  begins 
with  adverbs  and  a  phrase;  the  fifth  with  adverbs;  the  seventh  with  a 
when  clause ;  the  eighth  with  a  phrase ;  the  tenth  with  a  phrase.  Teachers 
should  emphasize  the  idea  that  it  is  well  to  have  some  sentences  begin 
with  the  subject  and  verb,  that  the  fault  is  having  many  sentences  begin 
so.  No.  1  is  complex;  2,  3,  4,  and  5  are  simple;  but  very  different  in 
form;  6  is  compound,  each  clause  being  simple;  7  is  compound,  the  first 
clause  having  two  subordinate  clauses;  8  is  compound,  the  first  clause 
containing  a  subordinate  clause;  9  is  compound;  10  is  simple. 

Third  par.  In  each  case  the  subject  comes  very  early,  but  there  are 
variations:  in  1  there  is  an  expletive  it;  in  3  there  are  three  phrases  be- 
tween the  subject  and  the  verb;  in  5  there  is  a  however;  6  begins  with 
thus.  No.  1  is  complex;  2  is  simple;  3  is  compound;  4  is  simple;  5  is 
complex,  with  the  how  clause;  tracer  has  two  verbs,  knows  and  can  com- 
pute; 6  is  complex,  with  a  that  clause  and  an  although  clause. 

LESSON  68 

Comments  on  Exercise.  There  are  no  independent  statements  in 
nos.  1,  3,  6,  7,  10,  14,  and  17.  2.  Semicolon  is  required  after  later  in  2 
(perhaps  period  is  preferable  between  statement  and  question),  after 
sir  in  4,  question  mark  after  then  in  5,  semicolon  after  to  in  8  (dash  is 
preferable).  No.  9  should  read:  ''Want  a  ride?"  the  driver  sang  out. 
"Sure  thing,"  I  answered.  In  no.  11  the  why  might  be  understood  to  be 
an  interjection;  hence  the  only  punctuation  required  would  be  a  comma 
after  why.  But  probably  the  speaker  is  repeating  the  why  of  the  other 
speaker,  and  so  the  punctuation  should  be:  Why?  Because  I  tell  you 
to.  It  would  be  proper  to  put  quotation  marks  around  why.  In  no.  12  a 
semicolon  after  matter.  No.  13  should  be:  Who?  I?  Wrong  again.  In 
15  a  period  may  be  preferable  after  house,  between  the  statement  and 


JSEiNTEJNCE  AND  THEME  67 

the  question.    In  16  a  semicolon  after  vain.     No.  18  should  read:    What 
next?    Isn't  there  something  else  we  can  do?    All  right;  good  bye. 

LESSON  69 

This  exposition  of  expletive  it  with  a  relative  clause  is  not  given  in 
textbooks,  is  somewhat  difficult,  and  need  not  detain  a  class  for  extra 
lessons  if  the  slow  minds  fail  to  grasp  it;  but  is  essential  to  a  complete 
understanding  of  relatives. 

Comments  on  Exercise.  1.  impers.  2.  expl.  3.  expl.  4.  both  its 
have  an  antecedent,  something  referred  to  in  a  previous  statement.  5. 
first  it  expl.,  second  it  refers  to  some  antecedent.  6.  impers.  7.  impers. 
8.  expl.    9.  first  it  impers.,  second  it  refers  to  flag. 

LESSON  70 

Comments  on  Exercise.  There  are  no  independent  statements  in 
nos.  1,  4,  and  10.  In  2  a  semicolon  after  up;  in  3  after  helmet;  in  5  after 
$9,000,000;  in  6  after  succession,  after  horseback,  after  foot,  as  ex- 
plained on  page  299,  comment  1  (a  period  after  succession  would  bring 
out  the  sense  better,  since  the  four  items  are  not  coordinate  in  impor- 
tance; for  the  possibility  of  commas  with  the  last  three  items  see  page 
314,  no.  5,  but  this  possibility  should  not  be  discussed  at  this  point  with 
an  average  class);  in  7  after  air;  in  8  after  it  (period  is  preferable)  ; 
in  9  after  efforts;  in  11  after  isolated;  in  12  after  right;  in  13  after 
boulevard. 

LESSON  71 

We  may  judge  how  topsy-turvy  our  American  system  of  education  is 
by  reading  Mr.  Sheridan's  standard — not  theoretical — for  what  the  av- 
erage child  should  have  achieved  with  simple  sentences  at  the  end  of  the 
third  grade:  *  *  The  majority  of  the  class  should  be  able  to  write  a  para- 
graph [of  three  or  four  short  sentences]  composed  of  sentences  gram- 
matically complete,  correctly  capitalized  and  punctuated,  and  free  from 
misspelled  words."  When  that  standard  is  generally  lived  up  to  in  the 
United  States — or  even  that  standard  for  the  seventh  grade — Rule  17  may 
not  need  such  zealous  insistence.  But  that  will  be  the  golden  age  for 
secondary  teachers.  At  present  Rule  17  would  be  the  most  important 
item  in  the  curriculum  for  a  considerable  fraction  of  our  university 
freshmen. 

Comment  5  should  receive  no  emphasis.  It  announces  a  dangerous 
truth — dangerous,  that  is,  for  pupils  who  are  still  prone  to  sentence- 
errors. 

Experience  has  shown — what  the  writer  would  never  have  guessed — 
that  "comma  blunder"  or  "comma  fault"  is  a  misleading  term  to  about 
one  pupil  in  four.  That  fourth  dullard  receives  from  * '  comma  fault ' ' 
the  impression  that  *  *  I  ought  to  have  put  in  a  comma. ' ' 

THEME    33 
The  writer  heard  the  lecture  and  saw  the  red  drops  just  as  described. 


6g  PILOT  BOOK  FOR 

LESSON  72 

No  kind  of  effort  is  so  likely  to  waste  time,  to  spoil  the  emphasis 
upon  matters  of  real  importance,  and  to  convey  positive  untruth  as  atten- 
tion to  ''bad  English."  Since  1900  a  revulsion  of  judgment  has  come 
about  in  reference  to  such  ' '  badness. ' '  It  will  usually  be  found  that  our 
pet  antipathies  are  based  on  ignorance.  A  few  examples  from  the 
author 's  recent  experience  are :  That  dived  is  obsolete  and  dove  the  estab- 
lished form;  that  like  as  a  conjunction  is  in  frequent  use  by  English  nov- 
elists; that  shall  and  sJiould  with  the  first  person  are  all  but  dead  (cf. 
President  Wilson's  ''We  would  be  unwilling");  that  different  than  is 
used  in  the  published  writings  of  Professors  W.  L.  Phelps  and  F.  T. 
Baker;  that  due  to  at  the  beginning  of  a  sentence  had  all  but  established 
itself  before  we  teachers  knew  that  it  existed.  The  point  is — we  should 
remind  ourselves  of  this  frequently — that  unsympathetic  attack  upon 
current  idiom  breeds  distrust  of  our  judgment  in  attacking  idioms  that 
are  not  acceptable  among  careful  people  anywhere. 

Comments  on  Exercise.  There  are  no  errors  in  1^  4,  and  14.  Many 
students  will  declare  that  shall  and  should  in  these  sentences  ^^ don't 
sound  right."  The  following  are  the  corrections  that  should  be  made: 
2.  kind  of  way.  3.  is  a  play  in  which.  5.  oughtn't  you,  a  sort  of  knob. 
6.  that  kind.  7.  in  order  that  his  wound  might,  omit  near-by,  or  say 
"passing."  8.  so  that  I  could.  9.  that  Stanley  was.  10.  a  kind  of 
hurry.  11.  that  kind  of.  12.  a  yawl  is  a  sloop  that  has.  13.  to  the  back 
of  the  seat  in  front  of  her,  a  sort  of  trance.  15.  that  men  were.  16.  how- 
ever makes  no  sense,  for  the  second  statement  carries  on  and  proves  the 
first;  one  chapter  in  the  book  which  describes  how  they  weathered.  17. 
cancer  is  a  disease  in  which  healthy  tissue  grows.  18.  this  kind;  however 
makes  no  sense,  because  the  very  fact  that  the  disease  is  frightful  would 
naturally  make  doctors  careful  to  use  antiseptics;  oughtn't  they. 

THEME    37 

The  material  for  "Toby"  may  be  handled  in  a  variety  of  ways. 
The  safest  for  uninventive  pupils  is  not  the  order  of  the  extract,  but  this : 

1.  Toby's  nature. 

2.  Toby's  trick  as  we  saw  it  from  the  audience. 

3.  How  he  had  learned  it. 

The  principle  involved  is  "Don't  give  away  the  secret  in  the  middle  of 
the  theme." 

Toby  was  one  of  a  band  of  seals  and  sea-lions  that  performed  at  the 
New  York  Hippodrome.  He  was  a  very  ordinary-looking  little  fat  seal, 
with  a  short  neck,  no  visible  ears,  a  spotted  body,  and  a  very  meek  and 
gentle  expression  in  his  dark  eyes.  But  he  was  the  most  impatient  and 
noisy  member  of  the  herd.  When  feeding-time  came  and  the  fish  were 
thrown  into  the  water,  Toby  would  thrash  about  with  his  right  flipper, 
splashing  water  all  over  the  spectators. 

Why  did  he  use  this  right  flipper  in  this  peculiar  way?  Because  he 
had  got  so  used  to  beating  the  drum  in  the  Seal  Band.    He  was  the  star 


SENTENCE  AND  THEME  69 

performer,  a  greater  drawing  attraction  than  all  the  rest  of  tht  Band 
together. 

When  being  taught  his  tricks  he  was  a  good,  obedient  little  fellow 
and  did  his  best  at  all  times.  The  most  remarkable  thing  about  him  was 
the  way  in  which  he  seemed  to  understand  all  his  master  meant.  For 
instance,  the  trainer  told  me  that  the  way  in  which  hig  best  trick  was 
developed  was  through  playing  with  him.  One  day  Toby  beat  the  drum 
at  the  wrong  time  just  as  the  trainer  turned  his  back,  and  when  the 
trainer  pretended  to  be  surprised,  Toby  promptly  did  it  again  as  soon  as 
the  trainer  turned  around.  This  trick  was  dearly  loved  by  the  children  at 
the  performances.  It  was  such  fun  to  see  the  little  black  seal  wait  for  his 
master  to  turn  his  back,  and  then  beat  the  drum,  and  pretend,  when  his 
master  looked  around  again,  that  he  had  been  doing  nothing. 

As  the  trick  was  finally  developed  it  looked  to  the  audience  as  if  one 
member  of  the  Band  was  thoroughly  unruly.  The  seals  were  lined  up  on 
a  row  of  chairs — one  with  a  trombone,  another  with  a  cornet,  a  third 
with  cymbals,  and  Toby  with  a  drum.  The  trainer  took  his  place  as 
leader,  rapped  with  his  baton,  and  looked  his  musicians  over.  When  his 
eye  was  directed  at  the  other  end  of  the  line,  Toby  would  give  the  drum 
a  whack;  and  the  crestfallen,  ashamed  way  in  which  he  hung  his  head 
when  his  master  looked  at  him  was  really  a  comical  sight.  But  it  was 
far  more  comical  when,  with  baton  uplifted  to  give  the  signal  to  start, 
the  trainer  would  look  around,  and  "bump,  bump"  would  go  the  drum 
again,  amidst  roars  of  laughter  and  delight  from  the  children. 

LESSON  77 

Comments  on  Exercise.  (Numbers  refer  to  sentences)  1.  excite- 
ment and  fright.  2.  a  broken  and  changed  construction.  3.  comma  shows 
that  to  break  is  not  a  modifying  infinitive;  it  does  not  mean  "grew 
for  the  purpose  of  breaking."  4.  comma  shows  that  what  follows  say 
is  not  an  object  clause;  it  is  a  mere  interjection.  5.  the  ands  are  joining 
verbs  that  belong  with  the  same  subject,  you;  the  comma  shows  that  a 
new  independent  clause  is  beginning.  6.  comma  shows  that  the  second 
verb  is  not  exactly  co-ordinate  with  the  first;  it  means  ''and  then  later 
went  on."  7.  comma  shows  that  the  like  phrase  is  not  a  close  modifier. 
8.  some  is  a  pronoun  of  address.  9.  and  joins  two  coordinate  verbs; 
soldiers  (being)  after  them  is  an  absolute,  not  a  close  modifier.  10. 
commas  show  that  then  is  not  a  closely  modifying  adverb  of  time,  but 
parenthetically  shows  a  reason.  11.  and  joins  two  co-ordinate  verbs; 
the  dash  sets  off  a  loose,  humorous,  appositive  modifier.  12.  and  joins  a 
pair  of  coordinate  predicates,  each  containing  an  object  and  an  objec- 
tive predicate;  the  semicolon  is  used  because  the  second  clause  is  punctu- 
ated within  itself  by  commas;  the  comma  after  and  shows  that  a  paren- 
thetical phrase  is  beginning.  13.  comma  shows  that  made  and  fell  are 
not  coordinate;  it  means  "and  then  at  a  later  moment."  14.  I  trust 
is  a  side-remark;  it  is  spoken  as  a  question.  15.  broken  construction.  16. 
not  a  question,  but  an  exclamation.  17.  same  as  no.  10.  18.  for  ten 
years  is  shown  to  be  a  very  disconnected  modifier;  and  joins  two  similar 
adverbs.    19.  spoken  as  a  sentence,  as  of  separate  importance.    20.  "My 


70  PILOT  BOOK  FOR 

answer  is  no;  as  a  separate  statement  I  say  thanlc  you.  21.  no  as  a  mere 
detached  adverb;  as  an  entirely  different  remark  I  say  not  any  for  me. 
22.  spoken  as  two  statements  of  independent  importance;  *' there  are 
three  of  us"  is  spoken  so  as  to  show  astonishment. 

Comments  on  the  Appendix. 

Lesson  A,  page  339.  1.  porter  ind.  obj.,  quarter  obj.  2.  difference 
sub.  of  is  shown,  Macbeth  and  Banquo  objs.  of  between,  act  obj.  of  in.  3. 
year  mod.  was,  house  obj.  of  completing.  4.  stethoscope  obj.  of  uses, 
instrument  in  appos.  with  stethoscope,  examination  obj.  of  for,  move- 
ments obj.  of  of,  heart  obj.  of  of.  5.  years  mod.  hac  lived,  death  obj. 
of  about.  6.  list  obj.  of  through,  attention  obj.  of  paying,  items  obj.  of 
to.  7.  shoe  sub.,  sizes  mod.  large.  8.  way  mod.  walked,  S.  F.  obj.  of  to. 
9.  feet  mod.  high.  10.  mile  mod.  run;  minutes  may  be  called  obj.  of  in, 
and  less  than  may  be  said  to  modify  five  (strictly  there  is  some  ellipsis 
like  "in  less  time  than  five  minutes  is  time";  the  point  is  that  minutes 
is  not  adverbial).  11.  hour  mod.  ago.  12.  place  obj.  of  named,  El  Nido 
obj.  pred.  13.  secretary  pred.  noun.  14.  McClellan  obj.  of  considered, 
failure  obj.  pred.  15.  fellow  ind.  obj.,  suit  obj..  clothes  obj.  of  of.  16. 
General  J.  ind.  obj.,  deal  obj.,  trouble  obj.  of  of.  17.  clerks  ind.  obj., 
vacation  obj.,  year  mod.  allow.  18.  view  obj.,  channel  obj.  of  of.  19. 
lesson  obj.  20.  report  obj.  21.  Counselor  obj.  pred.,  title  in  appos. 
with  Counselor.  22.  dollars  obj.,  Alexander  sub.  (owe  is  understood  with 
did.)  23.  sail  is  obj.  of  at.  24.  coat  sub.,  money  obj.  (but  student  should 
be  applauded  if  he  says  that  money  is  adverbial  modifier  of  cost),  store 
obj.  of  in.  25.  years  mod.  ago.  26.  food  obj.  of  without,  days  obj.  of 
for.  27.  story  obj.,  collection  obj.  of  took  {up  is  an  adverb  modifying 
tooTc),  benefit  obj.  of  for.  28.  slope,  obj.  of  down,  mill  sub.,  grist  obj., 
flour  obj.  of  of.  29.  scabbard  obj.  of  of,  sword  sub.  30.  shrouds  obj. 
of  up. 

Sentences  31-81,  page  340.  31.  sample  pred.  nom.  32.  right  obj. 
of  to.  33.  plant  obj.,  Indian  Corn  obj.  pred.  34.  man  obj.,  fellow  in 
appos.  with  man,  loss  obj.  of  for.  35.  Fisher  sub.,  prize  1st  obj.  36. 
ship  sub.  37.  Charles  address,  ticket  sub.,  night  mod.  gave.  38.  answer 
p.-xid.  nom.  after  to  be,  book  obj.  of  according  to,  result  pred.  nom.  39. 
cottage  sub.,  kind  pred.  nom.,  estate  obj.  of  of.  40.  bully  sub.,  word  in 
appos.  with  bully,  day  mod.  may  be,  adjective  pred.  nom.  41.  earth 
address.  42.  King  ind.  obj.,  obedience  obj.  43.  friend  ind.  obj.,  grudge 
obj.,  harm  obj.  44.  Miss  P.  sub.,  dragoon  ind.  obj.,  dish  obj.,  coffee  obj. 
of  of.  45.  tomatoes  sub.,  vegetables  pred.  nom.  after  to  be  esteemed. 
46.  reason  obj.  pred.  47.  John  F.  sub..  Bishop  in  appos.,  Rochester  obj. 
of  of.  Chancellor  pred.  nom.,  years  obj.  of  for.  48.  prisoner  ind.  obj., 
comfort  obj.  49.  lady  address.  50.  knee  nom.  abs.  51.  Canadians  ind. 
obj.,  consignments  obj.,  year  mod.  send.  52.  England  ind.  obj,  oppor- 
tunity obj.  53.  couch  obj.  of  took,  resting-place  in  appos.  54.  husband, 
sub.,  Orpheus  in  appos.,  idol  pred.  nom.,  Thracians  obj.  of  of.  55. 
urchin's  possesses  mishap,  mishap  sub.,  bystanders  obj.  56.  sacrifice  sub., 
heart  in  appos.  with  sacrifice.  57.  Moors  ind.  obj.,  permission  obj.,  condi- 
tion obj.  of  on.  58.  horses  ind.  obj.,  grain  obj.  59.  Carnegie's  possesses 
offer,  offer  obj.  of  would  accept.     60.  man  obj.,  harm  obj.     61.  current 


SENTENCE  AND  THEME  71 

sub.,  sea  obj.  of  unto,  wind  srub.  62.  place  sub.,  home  obj.  of  like.  63. 
children  ind.  obj.,  stories  obj.  64.  nephew  ind.  obj.,  home  obj.  65.  ring 
obj.,  band  in  appos.,  emerald  obj.  of  of.  66.  babe  address,  wave  obj. 
67.  shrewdness  sub.,  years  obj.  of  after,  millionaire  obj.  pred.  68.  man 
ind.  obj.,  due  obj.,  judgment  obj.  69.  deer's  possesses  horns,  horns  obj, 
70.  Thor  and  Woden  subs.,  gods  in  appos.,  names  obj.,  week-days  obj.  of 
to.  71.  Smith  ind.  obj.,  leeway  obj.  {all  is  an  indefinite  pronoun).  72. 
exile  obj.  pred.,  soldiers  ind.  obj.,  suffering  obj.  (though  suffering  may 
be  called  a  gerund).  73.  emperor  obj.  pred.,  victory  obj.  of  after.  74. 
fannel  sub.,  scarf  in  appos.,  priest's  possesses  arm,  arm  obj.  of  on.  75, 
"Seelin  sub.,  napkin  nom.  abs.,  arm  obj.  of  under.  76.  none.  77.  evening 
mod.  gathered,  week  mod.  after.  78.  Bowker  obj.,  councilman  obj,  pred., 
ward  ohj.  of  from.  79.  scarecrow  sub.,  terror  in  appos.,  birds  obj.  of  to. 
80.  home  mod.  run  (or  may  be  called  a  pure  adverb).  81.  commander 
obj.,  leader  obj.  pred.,  conspiracy  obj.  of  of. 

Lesson  B,  page  342.  1.  was  intrans.  2.  is  intrans.  3.  will  be  run- 
ning intrans.  4.  seemed  intrans.  5.  is  intransr.  6.  may  have  been  in- 
trans. 7.  grew  intrans.  8.  became  intrans.  9,  attracts  act.,  is  intrans. 
10.  will  set  act.  11.  perished  intrans.  12.  arose  intrans,  13.  was  born 
pass,  (but  this  is  a  matter  of  form  and  of  the  history  of  the  idiom;  we 
do  not  feel  nowadays  that  he  was  born  hy  his  mother),  has  become  in- 
trans. 14.  seemed  intrans.  15.  form  act.  16.  stood  intrans,,  was  intrans., 
danced  intrans.  17.  dawned  intrans.,  rippled  act.,  fluttered  intrans,  18. 
approaches  act.  19,  can  give  act,  20.  would  think  intrans.  21.  produced 
act.  22.  has  become  intrans.,  has  been  encountered  pass.,  must  be  in- 
trans., does  require  act. 

Lesson  C,  page  343.  1.  he  turning,  gathering,  fainting.  2.  porridge 
sweetened,  served,  bowl  cracked,  dish  satisfying,  giant  tired.  3.  who 
leaving,  wicket  unlocked,  stair  winding.  4.  companions  walking,  heads 
bowed,  companions  murmuring.  5.  words  cheering,  I  standing.  6.  mouth 
gaping,  fissure  cracked,  plain  wasted.  7.  none.  8.  British  depending.  9, 
we  saying,  door  arched,  secured,  person  grave-looking,  10,  darkness 
growing,  moon  waning,  11,  none,  12,  he  sacrificing,  wanderer  exiled, 
13.  none.  14.  sea  gnashing,  flashing,  mortal  scheming,  portal  shining. 
15.  none.  16.  none.  17.  street  decorated,  architecture  striking,  street 
running,  houses  built.  18.  light  waning,  sigh  boding.  19,  horseman 
stationed.  20.  they  leaving,  road  beaten.  21,  cottage  \)uilt,  stones 
dressed,  cottage  having,  windows  and  doors  decorated,  stone  hewed.  22. 
orbits  darkened,  figure  wasted,  bowed,  stricken.  23.  fellow  learning. 
24.  none.  25.  Hyacinthus  excited,  being.  26,  I  shaken,  dreading.  27, 
he  saying  (for  full-maned  see  page  135,  sec,  113,)  28.  artist  trained, 
glance  taking.  29.  grave  deserted,  he  being  dejected,  brooding  (a  pred. 
adj.  after  sat).  30.  path  (or  it)  tempting,  being  bordered,  bank  being 
laid. 

Lesson  D,  page  345.  1.  to  continue  mod.  tendency,  to  read  mod. 
left,  to  be  spoken  sub.  of  had  offended,  to  have  experienced  mod,  ini?ult 
(as.  if  **this  was,  for  him,  an  unusual  in^lt  for  being  experienced"), 
to  rap  sub.  of  would  have  given,  to  suggest  mod.  presumed  (can  hardly 
be  an  object),  to  understand  mod,  failed,  to  find  mod,  able,  to  do  mod, 
anything,  to   speak  obj.   of  had  caused    (similar   to   ''had  caused  him 


I 
72  PILOT  BOOK  FOR 

trouble"),  to  say  mod.  some  understood  word  (see  page  170,  sec.  145),  to 
quarrel  ^b.  of  would  be,  to  bring  and  summon  objs.  of  told  (man  is  in- 
direct), to  address  mod.  came,  to  bid  mod.  determined.  2.  to  fit  mod. 
given,  to  re-enter  mod.  to  fit,  to  alio  v  obj.  of  had  petitioned  (commandant 
is  ind.  obj.),  or  to  allow  mod.  had  petitioned,  to  go  and  get  objs.  of  to 
allow  (certain  is  ind.  obj.),  to  prove  mod.  chance.  3.  to  pause  and  take 
subs.,  to  mention  obj.  of  permit  (us  is  ind.  obj.),  to  be  found  pred.  nom., 
to  have  pred.  nom.,  to  permit  ret.  obj.  (or  may  mod.  as  if  '^ induced  into 
permitting"),  to  be  granted  obj.  pred.  after  permit.  4.  to  draw  and  tell 
mod.  signal,  shudder  obj.  pred.,  to  mod.  obj.  of  began,  to  follow  mod. 
invited,  choose  obj.  of  bade  (Mm  is  ind.  obj.).  5.  to  take  obj.  of  pur- 
posed, to  get  obj.  of  undertook,  to  carry  mod.  enough  (or  possibly  big), 
to  be  pred.  nom.  after  is  thought,  to  pack  sub.,  buy  obj.  pred.,  to  hang 
mod.  scissors,  to  be  retained  mod.  bodkin,  to  buy  sub.,  to  be  made  obj. 
of  ought. 

Lesson  E,  page  346.  1.  until  I  feel,  shall  move.  2.  where  you  like, 
may  go;  as  you  like,  as.  3.  as  if  he  had  received,  acted.  4.  that  lowering 
was,  so.  5.  because  friend  has  requested,  to  sign.  6.  so  that  we  had, 
snowed.  7.  that  ye  might  have  and  have,  am  come.  8.  if  you  will  have, 
will  meet.  9.  if  it  were,  would  have  told.  10.  if  you  do  not,  will  miss; 
for  you  will  miss,  must  hurry.  11.  as  the  knight  was,  imposed.  12.  where 
streets  intersect,  to  be  regulated;  while  cars  are  passing,  hold.  13.  that 
I  have  written,  so.  14.  that  travelers  visited,  so.  15.  as  though  it  were, 
lift.  16.  though  it  has,  believe.  17.  none  (the  that  clause  is  the  object 
of  except;  but  except  that  could  be  called  a  compound  conj.  joining  an 
adverb  clause  to  was).  18.  where  sentence  contained,  to  live.  19.  unless 
I  am,  has  been  done;  that  no  one  will  suspect,  so.  20.  when  he  rose, 
gazed;  as  he  passed,  saw.  21.  if  lungs  receive,  are.  22.  if  you  can  catch, 
does  matter.  23.  if  you  should  go,  is  (a  good  example  of  how  grammar 
will  expose  loose  and  careless  modifying).  24.  if  he  were,  should  have 
delivered.  25.  as  population  had  been  trained,  were  prepared.  26.  what- 
ever they  do,  treat  (an  infinitive) ;  as  we  can,  as.  27.  whatever  task  may 
be,  do. 

Lesson  F,  page  348.  1.  that  you  cannot  learn,  sub.  2,  3,  4.  none. 
5.  that  being  flogged  was,  obj.  6.  none.  7.  who  told  him,  obj.  of  wonder; 
that  I  was,  obj.  of  told.  8.  I  don't  know,  obj.  of  suppose;  whether 
answer  is,  obj.  of  do  know.  9.  how  we  could  learn,  sub.  of  was;  where 
he  had  gone,  obj.  of  could  learn.  10,  11,  12.  none.  13.  that  (he)  ought, 
obj.  of  believe.  14.  what  we  could  do,  obj.  of  have  done.  15.  what  fol- 
lowed, sub.  of  was.  16.  none.  17.  how  they  avail,  obj.  of  do  see.  18. 
that  he  was,  obj.  of  showed.  19.  what  a  boy  earns,  obj.  of  will  spend. 
20.  what  you  say,  sub.  of  may  be.  21.  none  (in  order  that  introduces  an 
adverb  clause).  22.  what  I  should  do,  obj.  of  asked.  23.  that  he  de- 
served, sub.  24.  that  you  are  quitting,  pred.  nom.  25.  if  I  understood, 
obj.  of  asked;  what  was  being  said,  obj.  of  understood.  26.  that  I  told, 
obj.  of  denies;  he  was  in  danger,  obj.  of  told.  27,  28,  29,  30.  none  (in 
30'  that  is  a  relative;  see  page  307).  31.  what  the  chances  are,  obj.  of 
has  asked;  that  we  shall  dock,  in  appos.  with  chances.  32.  none.  33. 
when  tourists  would  begin,  obj.  of  knew;  that  they  should  reach,  obj.  of 
had,  or  of  had  arranged   (like  *'had  their  arrival  all  arranged";   had 


SENTENCE  AND  THEME  73 

is  really  the  verb  and  arranged  is  a  participle  used  as  an  obj.  pred.,  but 
the  distinction  is  subtle  and  idiomatic).  34,  35,  36,  37,  38,  39.  none.  40. 
that  every  bottle  was  smashed,  obj.  of  found.    41.  none. 

Lesson  G,  page  350.  1.  none.  2.  (that)  we  had,  dish.  3.  (that) 
you  have  commanded,  ship.  4.  who  was  a  wrjter,  man.  5,  6,  7,  8,  9.  none. 
10.  which  he  avouches,  this.  11.  who  shows  me,  painter's;  which  I  shall 
see,  that.  12.  who  is  liberal,  Boyle.  13.  whoever  wins,  an  understood  he. 
14,  15.  none.  16.  where  he  expected,  regions.  17.  which  a  tree  or  bush 
affords,  cover.  18,  19.  none.  20.  who  hear,  those.  21.  who  came,  all. 
22.  when  the  note  was  presented,  day.  23,  24,  25.  none.  26.  who  denies, 
anyone.  27.  whom  the  stevedores  had,  man.  28.  which  improved  naviga- 
tion, nations.  29.  which  she  did,  to  withdraw.  30.  that  enables,  refers 
to  some  unexpressed  word  for  which  expletive  it  stands  (see  page  307). 
31,  32,  33.  none.  34.  whom  she  loved,  friends.  35.  who  think,  people. 
36.  whose  blood  is,  man.  37.  which  I  could  love,  business.  38.  of  which 
the  body  was  composed,  elements.  39.  that  man  could  wield,  sword.  40. 
that  he  had  wrapped,  bottle.    41.  who  are,  friends. 

Part  II,  sentences  1-22,  page  351.  1.  Florida  sub.,  peninsula  p.  n. 
2.  Bruce  sub.,  eyes  nom.  abs.  3.  Bermuda  sub.,  island  in  appos.,  paradise 
p.  n.,  harbor  sub.  4.  Carnegie,  sub.,  Croesus  sul).  of  understood  verb.  5. 
senator  p.  n.,  judge  p.  n.  6.  men  sub.  7.  bulb  sub.  8.  citizen  sub.  9. 
men  sub.,  lumberjacks  and  longshoremen  in  appos.,  being  p.  n.  10.  thing 
p.  n.  11.  Harvey  address.  12.  telephone  sub.,  invention  p.  n.  13.  black- 
berries sub.  14.  Mr.  Dean  sub.,  marksman  in  appos.  15.  number  sub. 
(the  plural  verb  with  this  singular  noun  is  a  curious  idiom).  16.  no 
nominative  noun.  17.  contract  sub.,  architect  sub.  18.  child  address, 
flowers,  p.  n.  19.  herb  p.  n.  20.  Yale  and  Harvard  in  appos.  with  which. 
21.  force  sub.,  gallants  nom.  abs.    22.  burden  p.  n.,  grievance  p.  n. 

Sentences  23-123,  pages  351-355.  23.  fear  sub.,  fellow  obj.,  Her- 
cules obj.  pred.  24.  King  sub.,  marshal  ind.  obj.  {to  advance  is  the  obj.). 
25.  Ferson  oljj.,  chairman  obj.  pred.,  meeting  obj.  of  of  (can  hardly  be 
called  a  gerund).  26.  words  sub.,  sounds  p.  n.  after  being,  anything 
obj.  of  can  mean.  27.  Druids  sub.,  priests  in  appos.,  Stonehenge  obj. 
28.  dinner  obj.  of  after,  custom  p.  n.  29.  kitchen  p.  n.,  place  in  appos., 
machine-room  obj.  of  like.  30.  way  mod.  did  go,  car  sub.,  bridge  obj. 
31.  jokes  sub.  of  can  be  forgiven  (the  sentence  =  *'I  feel  [t/iat]  these 
jokes  can  never  be  forgiven") ,  sir  address.  32.  society  obj,,  Ku-Klux- 
Klan  obj.  pred.  33.  things  sub.,  talent  and  practice  in  appos.  34.  dog 
ind.  obj.,  name  obj.  35.  Gaston  obj.,  man  obj.  pred.  36.  voters  p.  n., 
corpses  p.  n.  37.  man's  possesses  house,  house  sub.,  castle  p.  n.,  dungeon 
p.  n.  after  to  be.  38.  time  obj.  of  since.  39.  mercy  and  miracles  nom.  of 
exclam.,  turn  obj.  of  gave.  40.  distance  obj.  of  at,  miles  mod.  away.  41. 
squirrel's  possesses  life,  life  sub.,  confinement  sub.  of  understood  is,  jail 
obj.  of  in.  42.  waves  obj.  of  over,  roar  sub.  43.  Fargus  obj.,  coward 
obj.  pred.,  rest  mod.  will  hate,  life  obj.  of  of.  44.  summer  mod.  had 
drifted,  launch  sub.  45.  lie  sub.,  Duncan  ind.  obj.,  chance  obj.,  trip  obj. 
of  for.  46.  north  obj.  of  in,  thunder-head  sub.  47.  cripple  obj.  pred., 
life  obj.  of  for.  ±8.  Mr.  Smoot  ind.  obj.,  interview  obj.  49.  code  sub., 
set  in  appos.,  rules  obj.  of  of,  century  obj.  of  for,  law  p.  n.  50.  fellow 
ind.  obj.,  salary  obj.    51.  body  obj.  pred.    52.  code  sub.  (Morse  is  used 


^4,  PILOT  BOOK  FOR 

to  describe  code,  and  so  is  like  an  adjective),  system  in  appos.,  dots  and 
dashes  objs.  of  of.  53.  week  mod,  reported.  54.  horse-thieves  obj.,  cattle- 
rustlers  sub.,  term  ret.  obj.,  jail  obj.  of  in.  55.  morning  mod.  was  cleared 
56.  Farman  ind.  obj.,  service  obj.  57.  Solomon,  obj.  pred.  58.  Archbold 
ind.  obj.,  salary  obj.  59.  child  ind.  obj.,  bow  and  arrow  objs.  60.  Tom 
ind.  obj.,  cent  obj.  61.  ofl&ce  ind.  obj.,  particulars  obj.  62.  crown  sub., 
ambition  in  appos.,  means  obj.  of  by.  63.  beggar  ind.  obj.,  coin  obj. 
64.  man  ind.  obj.,  company  obj.,  way  mod.  kept  {home  is  really  an  adverb 
modifying  Icept,  but  the  syntax  is  difficult  and  doubtful).  65.  beach  obj. 
of  along,  breakers  sub.  66.  angles  obj.  of  at,  road  obj.  of  to,  turnpike 
sub.  67.  lawn  obj.  of  beyond,  tower  sub.  68.  lighthouse  p.  n.  69.  zeal 
sub.,  years  mod.  later,  preacher  p.  n.  70.  outbreak  obj.  of  at,  Civil  War 
obj.  of  of,  time  in  appos.  with  outbreak,  excitement  obj.  of  of.  71.  war 
sub.,  link  in  appos.,  chain  obj.  of  in,  events  obj.  of  of,  destiny  obj., 
America  obj.  of  of.  72.  licenses  sub.,  city  ind.  obj.,  income  obj.  73.  thing 
obj.,  health  in  appos.  74.  wages  sub.,  cents  in  appos.  75.  son  ind  obj., 
fortune  obj.  76.  mine  sub.,  California  ind.  obj.,  wealth  obj.  77.  engage- 
ment nom.  abs.,  proprietor  ^b.  78.  attic  sub.,  junk-heap  p.  n.  79.  head 
obj.,  idea  sub.,  fire-escape  obj.  of  using.  80.  home  sub.  81.  King  p.  n., 
man  p.  n.  82.  son  sub.,  George  p.  n.  83.  victory  sub.,  Bouvines  obj.  of 
at,  opponents  ind.  obj.,  strength  obj.  84.  flag  sub.  85.  truce  obj.  of  for, 
Easter-tide  obj.  of  till.  86.  grape-fruit  obj,,  morning  mod.  gave,  treat 
in  appos.  87.  equinox  obj.  of  before,  day  in  appos.,  March  obj.  of  of. 
88.  vice  sub.,  stinginess  in  appos.,  rebuke  obj.  89.  man  sub.,  favors  obj. 
of  for,  sycophant  p.  n.  90.  canal  sub.,  failure  p.  n.,  investment  p.  n.  91. 
wretch  p.  n.,  man's  possesses  death,  death  obj.  92.  man  p.  n.,  terms 
obj.  of  during,  judge  p.  n.  93.  temple  sub.,  heap  p.  n.,  ruins  obj.  of  of. 
94.  well  nom.  abs.,  brook  obj.  of  upon.  95.  Mr.  Carter  ind.  obj.,  suc- 
cess obj.  96.  Xenophon  sub.,  general  p.  n.  97.  invention  sub.,  phono- 
graph in  appos.,  Edison  ind.  obj.,  fame  obj.  98.  immigrants  ind.  obj., 
bundles  obj.  99.  hireling  p.  n.,  man  p.  n.  100.  village  sub.,  city  p.  n., 
harbor  sub.  101.  crowd  obj.  of  among,  strikers  obj.  of  of,  feeling  sub., 
distrust  obj.  of  of.  102.  proposal  sub.,  law  p.  n.,  result  p.  n.,  boys  obj. 
of  for.  103.  London  nom.  of  exclam.,  place  obj.  of  of.  104.  boy  pred. 
after  to  be;  it  is  objective  case  because  to  he  takes  the  same  case  after 
it  as  before  it  (errand  is  used  like  an  adjective,  as  in  ''messenger  boy"). 
105.  day  mod.  came,  yard  obj.  of  into,  mountebank  sub.  106.  man  sub., 
face  nom.  abs.,  anger  obj.  of  with.  107.  conduct  p.  n.,  man  in  appos. 
with  you,  years  mod.  old.  108.  failure  sub.,  error  p.  n.,  ball  sub.,  fielder 
obj.  of  by.  109.  soldiers  sub.,  sword  nom,  abs.,  hand  obj.  of  in.  110. 
corporal  p.  n.  (a  perplexing  construction,  since,  if  it  is  expletive,  corporal 
might  seem  the  real  subject;  but  the  subject  of  may  have  been  has 
suffered  ellipsis;  see  page  307).  111.  night  mod.  took,  brother  pred.  in 
objective  case  (see  no.  104  above).  112.  way  ret.  obj..  King  obj.  of 
addressing.  113.  boy  sub.,  Stuyvesant  p.  n.,  pupil  p.  n.,  months  mod.  had 
been.  Jack  p.  n.  114.  place  obj.  of  at,  carriage  sub.,  temple  sub.  115. 
times  obj.  of  at,  horizon  obj.  of  on,  sail  sub.  116.  winds  sub.  117. 
recess  obj.  of  in,  distance  obj.  of  at,  seat  sub.,  traveler's  sub.  118.  prohi- 
bitionist p.  n.  119.  distance  sub.,  eyes  obj.  of  to,  stretch  p.  n.  120.  Bruce 
sub.,  heart  nom.  abs.,  sorrow  obj.  of  with.  121.  '64  obj.  of  imtil.  Grant 
3ub.,  general  p.  n.     122.  game  obj.  of  into,  athlete  p.  n.,  invalid  p.  n., 


SENTENCE  AND  THEME  75 

life  obj.  of  for.  123.  man  sub.,  spade  and  bucket  objs.  of  with,  mess  obj. 
of  to  dig,  clams  obj.  of  of,  article  p.  n.,  food  obj.  of  of,  settlers  obj.  of 
with. 

Sentences  124-164,  page  355.  124.  impers.  125.  impers.  126. 
explet.  127.  explet.  128.  1st  explet.,  2nd  ordinary.  129.  impers.  130. 
explet.  131.  1st  explet,  2nd  ordinary.  132.  explet.  133.  both  ordinary. 
134.  ordinary.  135.  ordinary.  136.  1st  explet.,  2nd  ordinary.  137. 
impers.  138.  ordinary.  139.  impers.  140.  explet.  141.  ordinary.  142. 
impers.  143.  explet.  (like  those  on  page  307).  144.  ordinary.  145. 
impers.  146.  impers.  147.  impers.  148.  explet.  149.  impers.  150. 
explet.  ("to  Evanston"  may  be  called  the  real  sub.).  151.  impers.  152. 
explet.  153.  explet.  154.  explet.  155.  explet.  156.  impers.  157.  ordi- 
nary. 158.  explet.  159.  explet.  as  an  obj.  (the  real  obj.  is  the  if  clause). 
160.  impers.  161.  impers.  162.  impers.  163.  explet.  as  an  obj.  164. 
ordinary. 

Sentences  165-206,  pages  356-358.  165.  would  have  been.  166. 
appeared,  was,  might  have  been  woven,  drooped.  167.  do  know,  is  doing, 
inquired.  168.  was,  was,  had  stamped,  seemed.  169.  was  leaving,  fails, 
was,  had  passed.  170.  must  be  mixed,  will  offset.  171.  felt,  gave.  172. 
will  be  subjected.  173.  must  let,  have  been  telling.  174.  can  be  per- 
suaded, has  acquired.  175.  would  be  awarded.  176.  shall  declare,  might 
have  been  destroyed.  177.  am  reading,  were  filled.  178.  would  have 
escaped,  had  been  given.  179.  did  have,  could  have  been.  180.  have 
been  doing,  are  going.  181.  had  acted,  would  have  been  honored.  182. 
should  think,  could  have  failed.  183.  have  made,  let,  are  planning.  184. 
did  make,  might  be  tied.  185.  can  have  been  counting.  186.  lost,  awoke. 
187.  is,  would  be,  became.  188.  has.  189.  stands.  190.  fell,  made.  191. 
lived.  192.  throws,  are  moving.  193.  occurred,  were  lying,  was  made. 
194.  might  anchor,  (might)  laugh,  might  be  hitched,  may  invite  (may) 
save.  195.  could  open,  had,  had  fallen,  forced,  knelt,  found,  was,  fright- 
ened. 196.  had  feared,  had  expected.  197.  have  been  developed,  must  be 
worked,  are  pressing  (or  pressing  may  be  called  a  participle  meaning  **of 
a  pressing  sort").  198.  is,  's,  has  been,  has  killed,  is,  is  coming,  is,  get, 
brings.  199.  should  have  absented,  obliged.  200.  would  have  occurred, 
liad  heard.  201.  might  have  been,  had  informed.  202.  shall  have,  shall 
Jiave  been  proved.  203.  will  listen.  204.  has  come.  205.  should  count, 
are  hatched.    206.  may  be,  will  overlook,  has  been  written. 

Sentences  207-257,  pages  358-360.  207.  to  be  obj.  of  should  like,  to 
obey  obj.  of  could  refuse.  208.  to  take  obj.  of  besought,  refusing  obj. 
of  in.  209.  go  obj.  of  let,  to  hold  obj.  of  try.  210.  leaving  obj.  of  after, 
to  prevent  mod.  order,  having  obj.  of  of,  catch  obj.  pred.  211.  being  sent 
obj.  of  to.  212.  to  break  mod.  tempted.  213.  to  be  thought  obj.  of  dread. 
214.  having  obj.  of  of.  215.  throwing  p.  n.,  to  try  sub.,  to  convince  obj. 
of  to  try.  216.  having  obj.  of  with,  speculating  obj.  of  of.  217.  to  be 
and  to  have  objs.  of  deserved.  218.  having  done  obj.  of  of.  219.  to  be 
obj.  of  dare.  220.  being  seized  sub.  221.  to  do  obj.  222.  having  granted 
obj.  of  after,  to  build  in  appos.  with  (or  mod.)  contract,  to  refuse  mod. 
position.  223.  murmuring  and  adding  mod.  rivulet,  imposing  mod.  sol- 
emnity. 224.  to  be  done  p.  n.,  fooling  obj.  of  for.  225.  to  have  obj.  of 
hate,  go  obj.  pred.  of  to  have.    226.  being  mod.  morning,  leaving  mod. 


76  PILOT  BOOK  FOR 

hat,  finely-modeled  mod.  head,  curling,  parted,  and  close-cropped  mod.  hair. 
227.  to  thank  obj.  of  have,  choosing  obj.  of  for.  228.  listening  mod.  me, 
hurried  mod.  words,  long-lost  mod.  friend,  stumbled  mod.  friend.  229.  to 
know  obj.  pred.,  betting  sub.  230.  trying  mod.  woman,  to  tie  obj.  of  try- 
ing, taken  mod.  rope,  bent  mod.  shoulders.  231.  to  be  killed  p.  n.  232.  to 
be  seen  obj.  233.  to  be  registered  obj.  234.  to  forgive  mod.  took  (or 
time).     235.  being  and  spending  objs.  of  to,  uttering  obj.  of  without. 

236.  folded  and  stuck  mod.  pieces,  split  mod.  sticks,  written,  indicating 
and  saying  mod.  messages,  fishing  and  hunting  subjs.  of  would  be  allowed.- 

237.  knowing  obj.  of  of,  to  do  obj.  of  wants.  238.  seeing  obj.  of  after, 
having  sub.  of  would  be.  239.  doing  obj.  of  of,  being  driven  obj.  of  with- 
out. 240.  made  mod.  pitcher,  enameled  mod.  basin,  polished  mod.  table. 
241.  to  be  awakened  obj.  of  can  bear.  242.  consisting  mod.  costume,  fast- 
ened mod.  stockings,  plaited  mod.  frill,  tied  mod.  neck-cloth.  243.  to  quit 
obj.  of  tried,  smoking  obj.  of  to  quit,  to  be  broken  mod.  too  (or  was,  or 
possibly  strong).  244.  to  be  doing  p.  n.  245.  withering  mod.  desolation, 
shrunken  mod.  life.  246.  being  talked  obj.  of  could  stand.  247.  aged, 
seen,  filled,  and  breathing  mod.  faces.  248.  being  shot  sub.  249.  to  please 
in  appos.  with  (or  mod.)  attempt,  to  be  suspected  obj.  pred.  250.  to  be 
hanged  sub.,  liking  obj.  of  to.  251.  stir  obj.  pred.  252.  Granting  obj.  of 
before,  paying  obj.  of  on.  253,  goaded  mod.  bull,  stinging  m9d.  banderillas, 
pawing  mod.  bull  as  a  pred.  adj.  254.  to  look  and  get  mod!  goes.  255.  to 
prevent  mod.  teach,  being  cheated  obj.  of  to  prevent.  256.  having  mod.  he, 
antiquated  mod.  machines  (an  example  of  the  many  participles  that  have 
lived  after  the  verbs  have  become  obsolete),  rushing  mod.  trade,  new- 
fangled mod.  over.  257.  to  give  and  to  endure  in  appos.  with  (o;r  mod.) 
desire,  self -chosen  mod.  discipline. 

Noun  and  Adjective  Clauses  in  Sentences  258-313,  pages  360-362. 
258.  he  sent  mod.  presents,  he  had  wrapped  mod.  one.  259.  (It  is  more 
consistent,  easy,  and  useful  to  regard  do  you  thinTc  as  interjected,  and  to 
say  that  the  sentence  contains  no  other  clause.  But  it  is  possible  to  argue 
that  who  is  going  to  win  is  the  object  of  do  thinTc.  See  page  207,  sec.  184, 
and  the  note  on  page  367.)  260.  the  audience  had  examined  mod.  hat 
(for  do  you  tJdnlc  as  interjected,  and  what  was  found  as  the  main  clause, 
see  No.  259  above).     261.  whdse  ring  you  are  wearing  obj  of  to  know. 

262.  (There  is  no  real  clause,  for  there  is  no  verb;  but  which  to  choose  may 
be  called  an  ellipsis  for  something  like  ''which  one  he  ought  to  choose.") 

263.  whatever  you  buy  obj.  of  for.  264,  whoever  should  copy  mod.  an 
understood  he  (or  it  may  be  called  a  noun  clause  obj.  of  to;  but  the  con- 
sistent method  of  the  text  is  to  say  that  what  and  whatever  form  noun 
clauses,  that  all  other  relatives  from  adj.  clauses),  what  he  had  written 
obj.  of  should  copy.  .265.  whom  we  find  mod.  Englishmen.  266.  what  you 
tell  me  sub.  of  is,  what  I  predicted  p.  n.  267.  whoever  sows  mod.  an  un- 
derstood he  (see  no.  264  above).  268.  who  you  are  obj.  of  know,  they 
disqualified  mod.  man.  269.  whatever  you  buy  sub.  270.  what  winter  has 
frozen  obj.  271.  that  hands  would  be  uplifted  obj.  272.  that  he  at- 
tended mod.  school.  273.  I  could  take  mod.  medicine.  274.  whither  he 
bent  mod.  monastery,  to  which  he  had  been  accustomed  mod.  one.  275. 
where  shop  was  situated  mod.  alley.  276.  who  did  it  obj.  277.  none  (see 
no.  259  above).  278.  that  I  couldn't  understand  mod.  something.  279.  of 
whom  I  have  read  mod.  fairy.    280  none  (see  no.  259  above).    281.  before 


SENTENCE  AND  THEME  77 

time  was  called  mod.  minute.  282.  whence  needles  came  mod.  factory. 
283.  what  would  degrade  obj.  of  to  do.  284.  which  may  come  mod.  things. 
285.  what  T.  meant  obj.  286.  what  was  scene  obj.  of  to.  287.  when  O. 
did  mod.  time,  after  the  rest  had  gone  p.  n.  (but  this  is  unusual  and 
sounds  adverbial;  students  are  rather  excusable  if  they  fail  to  notice  it). 
288.  no  noun  or  adj.  clause.  289.  while  law  was  mod.  years.  290.  whoever 
happens  mod.  an  understood  him  (see  no.  264  above).  291.  none.  292. 
whichever  you  prefer  obj.  293.  none.  294.  you  are  concealing  mod.  one. 
295.  whatever  we  want  obj.  296.  who  is  responsible  obj.  (me  is  ind.  obj.). 
297.  he  cared  mod.  animal.  298.  whatever  they  can  find  obj.  of  to  eat. 
299.  whichever  you  point  mod.  an  understood  antecedent,  as  in  no.  264 
above  (for  the  anomalous  that  clause  with  the  adj.  sure  see  the  note  to 
page  221  on  page  367).  300.  I  hate  mod.  month.  301.  you  applied  for 
mod.  number  (for  the  that  clause  with  sorry  see  note  on  page  367).  302. 
who    was    responsible    obj.    of    to.      303.    none    (see    no.    259    above). 

304.  who    was    kneeling    mod.    Oswald,    whom    he    hated    mod.    man. 

305.  which  minds  could  think  of  mod.  everything.  306.  whose  walls  are 
guarded  mod.  city,  which  are  mod.  carrion-birds.  307.  I  am  writing  mod. 
letter.  308.  none.  309.  what  is  best  obj.  of  to  know.  310.  no  noun 
or  adj.  clause,  311,  312,  none.    313.  how  white  he  got  obj. 

All  Clauses  in  Sentences  314-363,  pages  362-364.  314.  where  we 
were  sitting  obj.  of  of.  315.  because  he  is  a  brute  p.  n.,  that  he  is  miserable 
sub.  316.  that  they  lived  obj.,  that  flowed  mod.  land.  317.  that  they 
were  English  sub.,  that  was  heard  p.  n.  318.  that  you  have  lost  sub. 
319.  I  am  to  be  lodged  obj.  of  said  (see  page  291,  comment  5).  320.  that 
the  grapes  were  obj.;  I  had  hung  mod.  grapes,  where  mice  could  get  mod. 
had  hung.  321.  while  the  other  shall  anoint  mod.  shall  maintain  (or 
while  may  be  coordinating,  like  hut),  lest  the  roast  should  burn  mod.  shall 
anoint.  322.  who  had  made  mod.  Jerry,  when  he  went  mod.  had  made. 
323.  you  might  have  seen  obj.,  we  saw  mod,  play.  324.  that  I  am  mod. 
thing,  that  it  may  snow  p.  n.,  that  we  shall  have  mod.  so.  325.  what  made 
a  man  p.  n.  326.  because  every  one  was  crowding  and  would  step  mod. 
was,  so  that  it  could  be  oj^ened  mod.  would  step.  327.  what  you  can  af- 
ford obj.,  that  may  seem  mod.  contributions.  328.  who  demanded  mod. 
man,  that  what  had  happened  should  not  be  told  obj.,  what  had  happened 
sub.  of  should  be  told.  329.  Whether  he  will  die  obj.  of  can  say,  until 
a  month  has  passed  mod.  can  say.  330.  that  taxes  should  be  sub.,  for 
money-bags  had  grown  mod.  was  (for  is  often  called  coordinating  in 
grammars,  but  is  commonly  subordinating  in  school  use;  see  page  244, 
sec.  215;  the  distinction  is  a  pure  subtlety).  331.  that  they  should  throw 
obj.,  because  he  was  mod.  should  throw.  332.  had  N. 's  mind  been  mod. 
would  have  been  imprisonel.  333.  if  you  allude  mod.  will  grieve  and 
offend,  before  I  give  mod.  allude.  334.  how  I  like  sub.,  after  I've  fought 
mod.  like.  335.  since  men  could  be  convinced  mod.  was  determined,  that 
they  should  be  persecuted  sub.  336.  than  he  began  mod.  sooner.  337.  that 
she  saw  mod.  day.  338.  what  report  indicated  obj.  of  from.  339.  although 
this  does  seem  mod.  grow^  where  they  have  mod.  seem  (or  possible),  as  I 
Jhave  described  mod.  grow.  340.  what  sort  he  had  passed  obj.  of  inquir- 
ing, that  he  had  got  obj.,  after  clock  struck  obj.  of  till.  341.  if  C.  K. 
told  obj.  of  wonder,  where  chart  was  and  how  it  could  be  found  objs. 
342.  as  he  said  mod.  doubted,  whether  he  had  been  born  obj.    343.  as  we 


78  PILOT  BOOK  FOR 

did  know  mod.  were,  but  that  crowd  might  be  obj.  344.  that  I  wap  ret. 
obj.  345.  that  they  would  return  obj.,  if  any  were  pursuing  mod.  would 
return.  346.  as  he  heard  mod.  as  (or  as  soon  as  he  heard  mod.  dropped), 
what  he  was  obj.  347.  he  paid  us  mod.  compliments,  that  we  knew  mod. 
so,  how  we  ought  obj.  348.  if  you  don't  like  mod.  don't  quit  and  begin, 
you  have  begun  mod.  book.  349.  if  he  coughs  or  betrays  mod.  is.  350. 
if  he  outlives  mod.  shall  find,  that  he  was  obj.,  than  he  thinks  he  is  mod. 
higher,  he  is  obj.  of  thinks  (it  will  hardly  do  to  call  he  thinlcs  interjected). 
351.  you  now  have  mod.  money,  as  you  have  paid  mod.  as  (see  no.  346 
above),  you  owe  mod.  bills.  352,  which  he  thinks  mod.  horns,  as  they 
afford  mod.  thinks.  353.  that  she  would  put  p.  n.,  lest  mystery  should  be 
discovered.  354.  whether  man  can  be  elected  sub.,  where  feeling  is  mod. 
can  be  elected,  than  it  was  mod.  more.  355.  what  has  been  said  obj.  of 
after,  that  Sir  R.  has  gone  obj.  of  inform,  with  whose  character  they 
are  acquainted  mod.  Sir  R.,  I  hope  is  interjected.  356.  that  we  could 
help  mod.  so.  357.  if  you  believe  mod.  mu^t  admit,  that  trout  can  be 
caught  obj,,  when  water  is  mod.  can  be  caught,  that  we  have  had  obj., 
when  we  fished  mod.  have  had,  that  were  mod.  pools.  358.  when  you 
read  mod.  don't  know,  in  which  W.  says  mod.  passage,  his  countrymen 
helped  obj.  (whether  to  helieve  is  not  a  clause).  359.  none.  360.  that 
all  swore  mod.  so,  who  heard  mod.  all,  he  ought  obj.,  than  the  H.  was 
paying  mod.  bigger.  361.  though  [he  was]  shy  and  distrustful  mod. 
complied  (though  this  is  a  common  form  of  ellipsis,  students  are  ex- 
cusable for  thinking  that  there  is  no  clause).  362.  who  are  waiting  mod. 
those,  where  the  coach  halts  mod.  inn  {sounded  is  not  to  be  explained  as 
an  elliptical  clause,  but  as  an  appositive  participle).  363.  when  we  were 
mod.  was  sent,  where  we  were  received  mod.  board. 


JSENTENCE  AND  THEME  79 


A  KEY  TO  THE  ''LEAVES" 

The  writer  would  never  have  thought  of  supplying  this  key  to  punc- 
tuation, for  it  looks  like  an  offer  of  such  aid  as  no  teacher  requires.  But 
he  has  assurance  from  a  variety  of  sources  that  many  teachers  will  find 
the  key  helpful  for  occasional  reference,  as  a  time-saver.  And  it  is  much 
more  than  an  "answer  book."  It  gives  warning  of  typical  errors  that 
may  be  anticipated,  and  suggests  some  minor  tactics  that  have  been  useful 
in  practice.  See  the  notes  on  Leaf  1,  sentences  15  and  20;  Leaf  2,  sen- 
tence 5,  etc. 

Leaf  1— Rules  1  and  2 

1.  Yes,  I  am  quite  willing  tcgo. 

2.  Why,  you  old  scrapbook-maker,  how  dare  you? 

3.  My  dear  fellow,  can't  you  see  that  this  is  absurd? 

4.  No,  not  until  you  hear  the  signal. 

5.  By  the  powers,  Tom  Morgan,  it's  good  for  you. 

6.  No,  I  can  listen  to  no  such  terms  as  you  propose. 

7.  Yes,  certainly,  my  dear  Castlewood. 

8.  No,  perhaps  not,  my  lady. 

9.  Isn't  there  some  mistake,  my  dear  General  Webb? 

10.  Really,  niy  dear  fellow,  I  am  one  of  the  principal  men  of  Kalau- 

papa. 

11.  Say,  kid,  who  wrote  this  skit? 

12.  Yes,  he  will  do  as  well  as  Captain  Holt  or  Bishop  Collier. 

13.  Can  you  come  up  to  supper.  Doctor? 

14.  What  have  you  done,  you  silly  Maria? 

15.  But  surely.  Father,  thou  hast  not  forgotten  the  road.     (Such  sentences 

as  15,  17,  and  22  are  in  form  statements ;  the  period  is  normal. 
But  pupils  who  feel  them  as  questions  should  be  approved  for  using 
question  marks.) 

16.  She's  the  only  mother  you've  got,  boy. 

17.  Suppose,  my  good  friend,  that  you  should  fail  in  this  effort. 

18.  What  do  you  think  it  will  amount  to.  Uncle  Bill? 

19.  Do  you  want  to  be  one  of  them.  Mart,  and  stand  guard  with  me 

against  the  night-riders? 

20.  I  bow  before  your  will,  O  Gods.     (This  sentence  and  29  below  may 

well  be  followed  by  exclamation  marks.  The  teacher's  policy 
should  be :  Strictness  for  what  is  unmistakable — like  the  vocatives 
— leniency  with  any  variation  that  the  pupil  can  give  his  reason 
for.  Attention  should  be  centered  on  the  main  issues  for  the  par- 
ticular lesson.) 

21.  I  say,  Mr.  Riggs,  do  you  allow  such  things  to  pass  muster  in  this 

office? 

22.  Then  I  take  it,  sir,  that  you  are  not  in  favor  of  this  motion. 

23.  Tastes  are  very  different,  little  man. 

24.  Here  comes  the  Duchess,  boys. 

25.  It  really  seems  to  me,  Mac,  as  if  you  never  spoke  a  serious  word 

in  your  life. 


80  PILOT  BOOK  FOR 

26.  "Well,  you  poor  little  coward,  what  are  you  going  to  do  when  you 

really  have  troubles  that  amount  to  something? 

27.  Oh,  what  a  sight  was  there  revealed,  dear  friend! 

28.  Come  in,  stranger,  and  let  us  show  you  what  old-fashioned  south- 

ern hospitality  is  really  like. 

29.  Gracious!     I'll  have  to  confess,  sonny,  that  I  never  once  thought 

of  such  a  thing.     (See  comment  on  sentence  20  above.) 

30.  Can 't  you  see  that  nobody  in  this  village  gives  a  continental  about 

such  foolish  news? 

31.  I  say.  Captain,  do  you  think  that  fog-horn  has  got  to  be  kept  go- 

ing all  night? 

32.  Mercer  would  be  outclassed  if  he  got  among  a  crowd  of  first-class 

engineers. 

Leaf  2— Rule  3 

1.  He  is  an  author,  a  journalist,  and  an  editor. 

2.  It    is    divided   into    British    Guiana,    Dutch    Guiana,    and    French 

Guiana. 

3.  The  Duke  of  Burgundy  is  a  hot-brained,  impetuous,  pudding-headed, 

iron-ribbed  dare-all. 

4.  Add  to  that  the  powder,  pork,  and  the  bread-bags. 

5.  For  Bat  that  first  month  of  school  was  a  time  of  mixed  heaven 

and  torment.  (Most  pupils  will  put  a  comma  after  Bat.  Since 
they  can  give  no  reference  to  warrant  this,  they  should  be  told 
that  it  is  an  error.) 

6.  I  don 't  care  whether  I  go  on,  stay  here,  or  return  home. 

7.  Then  Grabo  returned  to  his  chair^  drew  in  his  breath  deeply,  and 

filled  his  pipe  for  a  smoke. 

8.  One  loves  friends,  another  money,  another  influence. 

9.  The  other  day  a  man  walked  into  a  barber's  shop,  deposited  upon 

a  table  a  number  of  articles,  and  arranged  them  with  artistic 
care. 

10.  The  professor,  the  pharmacist,  and  myself  had  been  sitting  for 

some  little  time  without  any  decided  results. 

11.  Meat  and  vegetables  and  groceries  and  clothing  and  a  few  other 

little  things  are  somewhat  higher  than  in  town. 

12.  Slowly,  slowly,  slowly  the  days  succeeded  each  other. 

13.  A  rope  badly  tied,  a  signal  given  too  soon,  a  slip  in  a  tight  place 

may  send  some  other  poor  devil  off  into  the  open. 

14.  Through  Blaine,  Randall,  Carlisle,  Reed,  and  Crisp  new  powers 

were  accumulated. 

15.  Police-courts,  churches,  schools,  sober  old  convents,  the  Wall  Street 

region  lay  all  in  a  merry  squeeze  below. 

16.  Honduras  is  bounded  by  Guatemala  on  the  northwest,  the  Carib- 

bean Sea  on  the  north,  Nicaragua  on  the  southeast  and  south, 
the  Pacific  Ocean  on  the  south,  and  San  Salvador  on  the  south- 
west. 

17.  Then  he  advanced  to  the  stockade,  threw  over  his  crutch,  got  a 

leg  up,  and  with  great  vigor  and  skill  succeeded  in  surmounting 
the  fence. 


SENTENCE  AND  THEME  31 

18.  Cut  down  your  coal  bills,  cut  out  your  doctor 's  bills,  and  promote 

your  family's  health  and  comfort. 

19.  Any  coffee  can  be  made  a  clear,  delicious,  healthful  beverage. 

20.  He  was  patient,  full  of  importance,  and  grand  in  the  pride  of  his 

instinct. 

21.  Our  very  hearty  supper  consisted  of  steak  and  onions,  salad  and 

cheese,  ice  cream  and  cake. 

22.  We  turned  and  twisted  and  glided  and  bumped  on  our  way  through 

the  utter  darkness  of  the  tunnel. 

23.  It  will  do  him  good  to  suffer  and  learn  wisdom  by  a  whole  sum- 

mer 's  privation  and  hardship. 

Leaf  3— Rule  4 

1.  We,  the  people  of  the  United  States,  do  ordain  and  establish  this 

Constitution. 

2.  Your  money  or  your  life,  gentlemen. 

3.  It  seems  curious  that  John  Smith,  everyday  American,  can  enjoy 

one  luxury  that  Julius  Caesar  himself  could  not. 

4.  Do  you  think  that  President  Grant  can  really  be  called  a  military 

genius? 

5.  The  death  of  Frederick  Eemington,  artist,  writer,  and  sculptor, 

is  a  serious  loss  to  American  art  and  to  a  wide  circle  of  friends. 
(Attention  may  well  be  called  for  a  moment  to  the  slightly  con- 
fusing series  of  four  commas.  A  pair  of  dashes  would  show  up 
the  three  appositives  much  better.) 

6.  Send  for  our  42-page  book,  ''The  Story  of  Banking  by  Mail,"  giv- 

ing full  particulars  about  our  system. 

7.  I  started  a  workshop,  a  kind  of  manual-training  school,  for  all 

who  were  interested. 

8.  One  of  Dante's  admirers  called  the  poem  the  Divine  Comedy. 

9.  Has  any  boy  or  girl  ever  written  any  such  sentence? 

10.  Put  one  or  two  cans  of  potted  tongue  down  on  your  list  of  sup- 

plies. 

11.  On  the  inner  side  a  third  man  lifted  a  tool  called  a  "gun,"  a 

ponderous  pneumatic  hammer.  (No  objection  should  be  made  to 
a  comma  before  called,  but  the  only  one  needed  is  after  gun. 
Hammer  is  not  described  by  a  pair  of  coordinate  adjectives;  the 
pneumatic  hammer  is  ponderous.) 

12.  I  believe  that  one  savings-bank  president,  the  late  John  Harsen 

Rhoades,  materially  shortened  his  life  by  his  labors. 

13.  William  Brew,  foreman  of  the  stock  room  of  the  Blake  &  Johnson 

Company,  has  resigned. 

14.  He  was  the  son  of  John  Milton,  a  scrivener. 

15.  This  well-timed  punishment  made  the  fellow  a  good  servant  for- 

ever after. 

16.  On  one  such  night  we  scaled  Sheridan  Glacier,  a  great,  dead  thing 

of  ice  and  desolation. 

17.  Soon  after  this  another  bear,  the  counterpart  of  Joe's  running- 

mate,  approached  across  the  same  bluff. 


82  PILOT  BOOK  FOR 

18.  Mr.  Bryan,  the  recognized  leader  of  the  Democratic  party,  ap- 

peared at  the  Capitol. 

19.  Judge  George  Nelson,  a  kinsman  of  Mrs.  Leigh  and  one  of  the 

most  distinguished  criminal  lawyers  in  the  country,  was  taking 
lunch  with  Mr.  and  Mrs.  Leigh  one  day. 

20.  People  did  not  then  have  the  choice  of  going  to  California  by 

either  land  or  water. 

21.  I  once  knew  a  man,  a  tinner  by  trade,  that  lived  in  a  two-family 

house. 

22.  My  uncle  Thomas  thought  the  long  passage  from  the  Prophet  Jere- 

'  miah  rather  oppressive. 

23.  Then  through  a  door  at  the  back  a  woman  stole  in,  a  dark,  un- 

pleasant-looking woman. 

24.  This  country  hospital,  or  sanitarium,  has  lately  been  bought  by 

A.  M.  Droach,  M.  D. 


Leaf  4— Rule  5 

1.  We   set   our   watches   back   at  Detroit,   Michigan,   at    Cheyenne, 

Wyoming,  and  at  Ogden,  Otah. 

2.  Please  address  me  at   17   Grove  St.,  Wheeling,  West   Va.,  until 

further  notice.  (The  abbreviations  in  sentences  2,  3,  etc.,  are  used 
for  names  of  states  in  order  to  give  practice  in  using  the  periods. 
The  abbreviations  should  be  discouraged  in  themes.) 

3.  Doyle  hit  the  ball  over  the  fence  for  a  home  run  yesterday  in 

Marlin  Springs,  Tex.,  which  saved  the  side  from  a  shut-out. 

4.  He  died  on  April  14th,  1879,  in  Libertyville,  Iowa,  on  his  farm 

after  a  long  illness. 

5.  On  Nov.  10,  1728,  at  Pallas,  Ireland,  Oliver  Goldsmith  was  born. 

6.  A  new  world's  stock-car  record  was  made  at  the  Ascott  Park 

track,  Los  Angeles,  on  Sunday. 

7.  John  Cameron  Stoddart  of  Englewood,  N.  J.,  was  elected  captain 

of  the  swimming  team  for  next  season. 

8.  On  May   14th   a  most  interesting  motor-boat   race  was   held   at 

Tampa. 

9.  The  college  is  at  Williamstown,  Mass.,  in  the  heart  of  the  Berk- 

shires. 

10.  In  June,  1904,  and  again  in  June,  1905,  the  Prince  of  Monaco  was 

seen  in  Madrid. 

11.  Many  letters  directed  to  Watertown,  Mass.,  are  sent  to  Watertown, 

N.  Y. 

12.  Why  should  you  wait  until  1915  for  so  great  a  pleasure  as  this? 

13.  Send  your  letter  in  care  of  Mr.  J.  P.  Holbrook,  27  Lynn  St.,  Yar- 

mouth, N.  S. 

14.  Mrs.  Ainley  died  at  Economy,  Pa.,  Dec.  25,  1892. 

15.  He  was  born  at  Brattleboro,  Vt.,  Sept.  8,  1811,  and  died  at  Niagara 

Falls,  Canada,  April  13,  1886. 

16.  In  the  outskirts  of  Concord,  Mass.,  on  April  19,  1775,  the  hardy, 

fearless  yeomanry  encountered  the  British. 


SENTENCE  AND  THEME  83 

17.  In  a  remote,  secluded,  and  altogether  charming  valley  near  Con- 

cord, N,  H.,  he  built  his  little  cabin. 

18.  A  great  ice-gorge  had  formed  at  Fort  Deposit,  Md.,  only  a  few 

days  bef(?re  that  memorable  day  of  the  blizzard,  March  12th, 
1888. 

19.  This  collected  edition  of  the  year  1859  fills  three  very  large,  im- 

posing, morocco-bound  volumes. 

20.  Its  first  recorded  appearance  was  on  February  4,  1841. 

21.  In   Philadelphia,  a   village  in   New   York   state,  these   delicious, 

creamy  cheeses  are  made  by  the  tens  of  thousands. 

22.  On  January  10,  1842,  in  Marietta,  Ohio,  a  momentous  and  memor- 

able decision  was  reached  by  an  obscure  committee. 

23.  In  June,  1836,  in  September,  1841,  in  December,  1846,  this  curious 

heavenly  visitant  was  reported  by  the  astronomers. 

Leaf  5— Rule  6 

1.  Paper,  pens,  ink,  etc.,  are  all  included  in  the  term  "stationery." 

2.  I  lost  no  time,  of  course,  in  telling  my  mother   all   that  I  knew. 

(Little  time  should  be  used — perhaps  none — in  discussing  whether 
commas  should  be  used  around  of  course.  This  is  mostly  a  mat- 
ter of  what  impression  the  writer  wished  to  give.  But  of  course 
here,  then  in  3,  nevertheless  in  12,  too  in  15,  for  instance  in  18, 
indeed  in  19  would  ordinarily  be  set  off.  The  teacher  should  expect 
the  commas.) 

3.  Is  it,  then,  all  plain  sailing  for  the  common  people? 

4.  A  similar  development,  although  not  so  rapid,  is  taking  place  on 

the  farm. 

5.  He  was  almost  too  tired  to  move. 

6.  The   only  practical  way   of   considering  professional   crime   is  to 

view  it  from  the  standpoint  of  the  criminal. 

7.  Then,  all  forgetful  of  self,  she  wandered  into  the  village. 

8.  The  horse-trader,  curiously  enough,  had  left  his  door  unlocked. 

9.  The  use  of  tobacco  for  smoking,  chewing,  snuffing,  etc.,  is  far  from 

its  only  use. 

10.  J.  M.  Douglas,  Jr.,  captained  the  track  team. 

11.  Don't  imagine  for  a  minute,  however,  that  we  were  not  afraid  of 

the  burglar. 

12.  Nevertheless,  he  was  not  elected  to  the  board. 

13.  I  couldn't  find  it,  though,  anywhere  in  the  basement. 

14.  I  abominate  the  use  of  "etc."  in  sermons  or  dignified  speeches. 

15.  I  feel,  too,  that  the  second  team  deserves  much  praise. 

16.  Imagine  the  touch  of  such  an  act  on  the  sore  heart  of  a  betrayed 

and  penniless  man. 

17.  Why  should  any  reasonable  visitor  come  so  early  and  stay  so  very 

late? 

18.  For  instance,  we  have  one  at  Portsmouth  and  one  at  Boston. 

19.  It  is  the  most  interesting  sermon,  indeed,  that  I  ever  heard  in 

this  church. 

20.  This,  at  least,  is  the  opinion  of  some  able  constitutional  lawyers. 


34  PILOT  BOOK  FOE 

21.  Parsons,  strangely  enough,  had  neither  heard  nor  smelled. 

22.  His  work,  like   that   of  Mr.   Zerrahn,   has  been  obscured  by   the 

great  advance  of  younger  men. 

23.  But,  in  any  event,  the  navy  yards  at  Boston,  New  York,  Phila- 

delphia, and  Norfolk  are  all  that  are  really  required. 

24.  They    generally    travel    single    file    after    the    Norwegian    fashion. 

{After  the  Norwegian  fashion  need  not  be  set  off,  nor  liTce  a  cheese 
in  29.  The  emphasis  in  class  should  not  be  upon  "Did  you  set  it 
off?"  but  upon  "Why  did  you  or  did  you  not  set  it  off ?") 

25.  So,  in   the  first  place,   they   can  be   voted   only  in  very   strong 

Democratic  districts. 

26.  Mr.  Arrow,  first  of  all,  turned  out  even  worse  than  the  captain 

had  feared. 

27.  Thou  dost  not,  then,  know  the  river. 

28.  Then  Madame  Defarge  acknowledged  their  courtesy  by  nodding 

and  giving  them  a  quick  look. 

29.  They  kept  him  in  a  dark  place  like  a  cheese  until  he  had  the 

full  Tellson  flavor  and  blue  mold  upon  him.  (See  comment  on 
24  above.) 

Leaf  6— Rule  7 

1.  This   thing  of   having   every   possible   comfort  provided   for  him 

will  never  make  the  boy  manly  and  self-reliant. 

2.  The  little  fellow,   thinking  his  manners  were  at  fault,  snatched 

his  cap  off  his  head  with  a  blush. 

3.  But  my  mother,  frightened  as  she  was,  would  not  consent  to  take 

a  fraction  more. 

4.  Thinking   of   them   sets   me   to   recalling   stanzas   from    Watts 's 

hymns. 

5.  The  buccaneers  remained  rooted  to  the  ground,  their  eyes  starting 

from  their  heads. 

6.  An  attendant  upon  the  archers  having  been  dismounted,  Quentin 

Durward  was  accommodated  with  his  horse. 

7.  One   day  his  mother  saw  him   go  skimming  past  the  house,  his 

sled  hitched  to   a  farmer's  ''bob." 

8.  Producing   a  play  with   a   company   of   outside  actors  may  have 

been  the  New  Theater's  duty  toward  its  patrons. 

9.  Having  briefly  outlined   the   struggles   of   Japan   for   recognition 

since  her  opening  to  Europeans  half  a  century  ago,  let  us 
now  look  into  the  internal  workings  of  this  remarkable  empire. 

10.  Lafayette's  baseball  team  will  make   a  trip  through  New   Eng- 

land in  April,  playing  West  Point,  Brown,  Dartmouth,  and 
Wesleyan. 

11.  Wending  her  quiet  way,  she  entered  the  door  of  the  almshouse. 

12.  The  Duke,  bending  over  to  kiss  her  hand,  disappeared  through 

the  door,  the  curtains  falling  together  behind  him. 

13.  Walking  three  miles  in  such  a  howling,  stinging  snowstorm  is  not 

the  easiest  work  in  the  world. 

14.  Strictly  speaking,  this  could  not  be  laid  at  the  door  of  the  Bella. 


SENTENCE  AND  THEME  35 

15.  We  went  careering  along  down  the  street  at  about  fifty  miles  an 

hour. 

16.  The   boat   I  was   in,  having  some  start,   shot  far  ahead  of  her 

consort. 

17.  Still  keeping  a  careful  back  to  Matty,  the  little  one  whispered 

another  message  in  her  father's  ear. 

18.  It  is  becoming  just  a  habit  for  farmers  to  take  vacations. 

19.  You    ought    to   get    over   the    simple-minded   habit    of    supposing 

every  word  in  ing  to  be  a  participle. 

20.  There  being  no  prospect  that  it  would  stop  snowing,  we  resigned 

ourselves  to  a  delay  of  another  day 

21.  Franklin  T.  Smith,  better  known  as  "Happy"  Smith,  associates  in 

New  York  with  thieves  and  disreputable  citizens. 

22.  McCarty  stood  against  the  wall,  Ma  eyes  gleaming. 

Leaf  7— Rule  8 

1.  I  was  the  only  person  present  permitted  to  make  a  speech,  upon 

the   conclusion   of  which   we   gaily   adjourned  upstairs  to   the 
.theater. 

2.  Sir  Ernest  Shackleton,  who  holds  the   Antarctic   record  for  fur- 

thest South,  expressed  himself  unequivocally. 

3.  Lucky  was  he  who  found  that  stone  in  the  nest  of  the  swallow. 

4.  Then  it  was  that  there  came  into  my  head  the  first  of  the  mad 

notions  that  contributed  so  much  to  save  our  lives. 

5.  Quentin,  who  carried  the  notions  of  his  own  importance  pretty 

high  considering  how  destitute  he  was  of  means  to  support 
them,  being  somewhat  mortified  by  the  innkeeper's  reply,  did 
not  hesitate  to  avail  himself  of  a  practice  that  was  common 
enough  in  that  age.  (The- considering  how  clause  is  purely  debat- 
able. All  such  debatable  cases  are  opportunities  for  driving  home 
the  idea  of  Lesson  77:  "There  is  no  hard-and-fast  rule  about  an 
author's  meaning,  but  there  is  an  absolutely  hard-and-fast  rule 
about  what  mark  to  use  when  you  have  decided  on  the  meaning. 
In  5  a  good  idea  to  emphasize  is :  "  Don 't  break  up  the  continuity 
of  the  who  clause  unless  you  have  to.") 

6.  Great    was   the    slaughter   that    took   place    among   the    soliciting 

staffs  of  both  corporations. 

7.  The  rectorship  of  Grace  Church,  which  has  been  vacaiit  since  the 

death  of  the  Rev.  Dr.  Huntington  last  summer,  has  been  offered 
to  the  Rev.  Dr.  Charles  Lewis  Slattery,  rector  of  Christ  Church, 
Springfield,  Mass. 

8.  We    had   to    take   passage    on    the    Normania,    which   seemed   very 

crowded  and  unpleasant  in  comparison  with  the  commodious 
Celtic. 

9.  Mrs.   Stowe's  first  novel  was    Uncle    Tom's   Cabin,   a  book   which 

did  not   attract  much  attention  in  the   magazine  in  which   it 
came   out  as  a  serial. 
10.  The  way  in  which  he  can  keep  seven  carving  knives  and  three 
Indian  clubs  in  the  air  is  a  marvel. 


86  PILOT  BOOK  FOE 

11.  Among  all  who  came  young  Gabriel  only  was  welcome. 

12.  But  the  facts  that  stand  are  that  the  change  of  the  old  system 

was  absolutely  compelled  by  altered  educational  conditions. 

13.  The  captain's  order  to  mount  at  once  and  ride  for  Dr.  Livesey 

would  have  left  my  mother  alone  and  unprotected,  which  was 
not  to  be  thought  of. 

14.  He   tossed   a   copy   of  the   paper   to   Whittier,  who   immediately 

looked  in  the  corner  in  which  the  poetry  was  usually  printed. 

15.  Dr.  Harkness,  who  is  the  Professor  of  Administrative  Law  and 

Municipal  Science  at  the  State  University,  told  the  Parlor 
Socialists  a  lot  of  things  about  New  Zealand. 

16.  And  in  the  hollow  thereof  was  found  the  nest  of  a  magpie,  into 

whose  clay-built  walls  the  necklace  of  pearls  was  inwoven.  (The 
clause  is  clearly  non -restrictive ;  it  does  not  mean  *  *  that  particular 
nest,''  because  only  one  nest  is  thought  of.) 

17.  There  are  indeed  only  three  large  American   transportation  sys- 

tems tjiat  the  Harrimaa  power  does  not  actually  control. 


Leaf  8— Rule  8 

1.  George  Marsh's  case  is  more  common  than  those  people  suppose 

who  have  never  lived  anywhere  except  in  their  own  homes. 

2.  That  is  a  question  which  is  hard  to  answer. 

3.  About  ninety-five  per  cent  of  the  cases  of  aldermanic  and  legis- 

lative bribery  that  have  been  investigated  in  the  past  twenty- 
five  years  have  been  found  to  have  their  sole  source  in  a  public 
utility  company. 

4.  A  flagon  of  champagne  stood  before  them,  of  which  the  elder  took 

a  draught. 

5.  Harvard,  which   was  the  scene   of  Longfellow's   activities  from 

1836  to  1854,  was  a  far  more  attractive  place  than  Bowdoin. 

6.  A  great  national  agricultural  show  was  outlined  by  the  National 

Corn  Association,  which  has  in  its  ranks  leading  farmers  of 
fifteen  states. 

7.  The  papers   admit   that  Joe   Shea  of  Omaha   outpointed   **Kid" 

Murphy  of  Des  Moines  in  the  fight  which  took  place  last  night 
in  the  Music  Hall. 

8.  Quentin  was  much  surprised  at  the  causeless  offense  which  these 

two  decent-looking  persons  had  taken  at  a  very  simple  and  civil 
question. 

9.  A  ** pinch  hitter"  is  a  man  who  bats  best  in  an  exciting  emer- 

gency. 

10.  Curling  mosses  waved  like  banners   that  hang  on  the  walls  of 

ancient  cathedrals. 

11.  I  was   surprised   at   the    coolness  with   which  John   avowed  his 

knowledge  of  the  island. 

12.  Of  course  the  thing  which  we  call  College  Spirit  is  no  other  than 

a  provincial  patriotism.  (Of  course  ** feels"  restrictive,  but  th^ 
question  needs  no  debating  if  a  pupil  can  tell  why.) 


SENTENCE  AND  THEME  37 

13.  Pete,  our  Indian,  was  apparently  the  sole  being  on  the  ranch  at 

that  moment  who  was  honestly  earning  his  wages. 

14.  The  changes  which  had  taken  place  in  the  Scottish  kingdom  had 

induced  the  old  baron  to  resign  all  thoughts  of  returning  to 
his   native    country. 

15.  It  seemed  likely  at  this  time  that  a  general  reconciliation  would 

put  an  end  to  those  quarrels  which  had  been  weakening  and 
disgracing  the  government  of  Bengal. 

16.  So    saying,    he    filled    him    a   brimful    cup,    which    the    coutelier 

drank  off. 

17.  During  the  whole  migration  of  the  larvae,  which  evidently  occu- 

pies a  considerable  time,  they  are  living  on  their  stored  reserve 
food. 

18.  Mr.    Barsted,    who    was    up    for    district    attorney,    is    very    well 

spoken  of  by  all  who  have  watched  his  career  as  a  criminal 
lawyer. 

Leaf  9— Rule  8 

1.  These  bilge-keels  on  cattle-steamers,  which  are  placed  low  enough 

to  prevent  the  rolling  of  the  boat  from  exposing  them,  really 
do  reduce  the  motion  a  great  deal.  (It  is  difficult  to  suppose  that 
the  writer  had  ''some  other  bilge-keels"  in  mind;  the  clause  is 
clearly  non-restrictive.) 

2.  In  the  meantime  the  Indians,  smarting  under  the  repulse  of  the 

Yosemites  by  Savage,  sent  messengers  to  all  the  tribes  who 
could  aid  them. 

3.  It  was  a  curious  world  into  which  the  immigrant  from  the  dull 

South  Russian  village  had  come. 

4.  The  traveler  who  wishes  to  visit  this  place  has  to  go  first  to  the 

little  town  of  Brigue. 

5.  Carefully  then  were  covered  the  embers  that  glowed  on  the  hearth- 

stone. 

6.  An  important  feature  of  the  work  is  the  care  with  which  the 

records  are  kept. 

7.  The  apartments  of  this  courtly  and  martial  sage  were  far  more 

splendidly  furnished  than  any  which  the  messenger  had  yet 
seen  in  the  royal  palace. 

8.  Raging  outside  was  the  worst  blizzard  that  had  visited  this  locality 

in  fifteen  years. 

9.  "Will  this  next  midnight  be  a  propitious  hour  in  which  to  commence 

a  perilous  journey? 

10.  Each  man  cannot  be  allowed  to  judge  for  himself  what  laws  are 

good  and  what  laws  are  bad. 

11.  He  tried  to  borrow  money  at  four  per  cent,  which  is  lower  than 

he  had  any  right  to  expect. 

12.  They  saw  the  column  of  smoke  that  arose  from  a  neighboring 

dwelling. 

13.  The  person  whom  she  thus  addressed  muttered  an  inaudible  answer 

and  retreated  back  through  the  barrier-gate. 


88  PILOT  BOOK  FOR 

14.  A  reporter  has  to  describe  the  gowns  that  are  seen  in  the  parterre 

boxes,  which  is  an  unpleasant  duty  for  a  real  lover  of  music. 

15.  The  most  efficient  battleship  is  the  one  which  embodies  the  maxi- 

mum amount  of  all-round  military  efficiency  on  the  minimum 
amount  of  displacement. 

16.  Being  in  fear  of  having  his  lucrative  contract  canceled,  he  reluc- 

tantly turned  over  his  balances,  among  which  we  found  certain 
items  which  could  only  be  explained  on  the  ground  of  gross 
irregularity. 

17.  The^  clever   part    of    this    complicated    scheme    was    that    Russia 

picked  out  the  one  nation  whose  alliance  with  her  for  the  open- 
ing up  of  the  Persian  Gulf  would  make  it  absolutely  impossible 
that  England  should  go  to  war  over  the  matter. 

18.  They  chose   to  halt   at   the   small,    shabby  tenement-house   by   the 

river,  through  the  doorway  of  which  the  bridal  pair  disappeared. 
(The  bridal  pair  did  not  halt  ''at  that  particular  tenement-house 
through  whose  door  they  disappeared";  no,  they  halted,  and  then 
disappeared.) 

Leaf  10— Rule  9 

1.  I  met  him  both  at  London  and  Paris,  where  he  was  performing 

piteous   congees  to  the  Duke   of  Shrewsbury. 

2.  He  was  an  active  player  of  tennis  and  baseball  at  sixty  years 

of  age,  when  most  men  are  satisfied  with  a  round  of  golf. 

3.  Captain  Smith  was  for  some  months  in  Virginia,  where  it  is  said 

his  life  was  saved  by  Pocahontas. 

4.  A  few  minutes  of  hard  pulling  at  the  oars  got  us  around  the 

point  to  a  position  from  which  we  could  look  down  the  length 
of  the  Santa  Barbara  channel,  where  we  saw  a  brig  standing 
in  for  the  anchorage. 

5.  It  was  when  a  new  dawn  had  shown  them  the  place  in  clear  light 

unwitched  by  evening  shadows  and  calm  that  Piet  made  his 
decision.  (There  is  a  subject  clause  at  the  end — ''that  Piet," 
etc. — ;  no  comma  should  separate  this  noun  clause.  The  sentence 
is  constructed  without  any  "disjunction  in  meaning,"  like  the 
one  discussed  in  Sec.  192.  The  same  noun  clause  is  seen  in  10. 
The  participle  unwitched  is  purely  debatable.) 

6.  He  has  made  himself  dictator  in  Nicaragua,  where  revolutions  are 

an  everyday  affair. 

7.  I  just   want  to   ramble  about   wherever   my  fancy  happens   to 

lead  me. 

8.  I  had  been  sitting  there  in  the  same  position  for  four  hours  and 

had  been  getting  very  drowsy,  when  I  was  roused  by  a  stealthy 
step  on  the  porch. 

9.  At  Cambridge  Longfellow  lived  in  the  charming  old  Craigie  House, 

where  Washington  had  had  his  headquarters  during  the  siege 
of  Boston. 
10.  It  was  when  I  was  very  young  and  quite  inexperienced  that  I 
thought  our  American  society  was  really  democratic.     (See  com- 
ment on  5  above.) 


SENTENCE  AND  THEME  89 

11.  Where   the   pools   are   shadowed   by   the   overhanging   clumps   of 

laurel  is  the  likeliest  spot  for  fishing  on  a  hot  afternoon. 

12.  About  one  o'clock  in  the  morning  we  reached  Gamp  Androscoggin, 

where  we  persuaded  a  sleepy  cook  to  make  us  a  pot  of  coffee. 

13.  A  deer  can  run  for  hours  if  shot  when  his  stomach  is  empty. 

14.  We  have  reached  a  day  when  no  man  whose  judgment  is  worth 

considering  will  deny  that  there  exists  a  close  alliance  between 
the  great  insurance  companies  and  speculative  Wall  Street. 

15.  We  had  got   ourselves  all  comfortably  tucked  in  for  the   night 

and  had  wished  each   other  pleasant   dreams,  when   that   con- 
founded old  loon  began  his  wailing. 

16.  In  time  they  reached  the  point  in  the  road  where  the  river  path 

started  on  its  wandering  career. 

17.  We  were  seated  cosily  about  the  fire  in  the  rusty  grate,  when 

suddenly  a  gust  of  wind  blew  the  door  open. 

18.  We  want  to  spend   our  vacation  where  everything  is  perfectly 

quiet  and  peaceful. 

19.  Speak  when  you  are  spoken  to,  my  boy,  and  not  otherwise. 

20.  This,   my  friend,  is   Greenside,   where   witches  were   burned   and 

tournaments  held  in  former  days. 


Leaf  11— Rule  9 

1.  Prom  where  he  lay  he  could  look  down  the  hill-slope  and  across 

meadows.  (This  sentence  begins  with  a  preposition  which  has  a 
noun  clause  for  its  object;  there  is  no  excuse  for  a  comma  after 
the  phrase.) 

2.  The  prince  entered  while  the  princess  was  speaking. 

3.  He  was  eating  a  little  supper  at  the  Zinkand  Grill  with  some  of 

his  friends,  where  I  saw  him  at  about  eleven  o'clock. 

4.  My  heart  was  beating  fiercely  when  we  two  set  forth  in  the  cold 

night  upon  this  dangerous  venture. 

5.  Recitations   continue   like   this   until   eleven-ten,   when    we   have 

recess  for  fifteen   minutes. 

6.  The  happiest  period  of  the  day  was  when  we  sat  around  the  stove 

inside  the  tent  and  ate  our  warm  meal. 

7.  This  will  not  be  forgotten  when  I  make  my  report   to  Colonel 

Sahib. 

8.  My  young  lord  viscount  was  exceedingly  sorry  when  he  heard  that 

Harry  could  not  come  to  the  cock-match  with  him. 

9.  His  sensations  were  very  similar  to  those  he  had  felt  when  a  care- 

less carpenter  had  once  dropped  an  oak  two-by-four  on  his  head 
from  the  second  story  of  a  building. 

10.  I  think,  after  all,  I  had  better  leave  when  the  rest  of  you  begin 

to  eat  your  dessert. 

11.  They  supposed  that  where  Napoleon  won  his  battles  was  on  the 

actual  field  of  the  fighting. 

12.  We  found  the  old  dug-out  within  ten  feet  of  where  we  had  left  it 

when  we  broke  camp  the  summer  before. 


90  PILOT  BOOK  FOE 

13.  You  will  not  get  so  heated  if  you  walk  on  the  side  of  the  street 

where  the  buildings  make  a  shade. 

14.  I  remember  vividly  the  feelings  which  almost  oppressed  me  when 

I  first  sat  down  in  my  chair  in  the  Senate  chamber. 

15.  The  place  whither  Mr.  Simon  next  traveled  was  Bar,  where  that 

merchant  arrived  with  a  consignment  of  broadcloths,  valuable 
laces  from  Malines,  and  letters  for  his  correspondent  there. 

16.  The  first  time  I  ever  saw  Mr.  Shaw  in  the  flesh  was  when  he  took 

his   call  after  the  first  production  of  ''Captain  Brassbound's 
Conversion. ' ' 

17.  Going  over  the  side,  I  asked  him  where  the  boy  was. 

18.  The  officer  whom  Leighton  thus  addressed  scarce  deigned  to  look 

at  him  while  he  was  speaking. 

19.  A  candy-store  was  his  next  point  of  call,  where  he  feasted  with 

more  delight  than  ever  did  the  young  Gargantua. 

20.  The  wind  blows  wherever  it  wants  to. 

21.  They  came  back  by  way  of  Good  Hope,  when  Hirst  took  his  first 

experience  of  sea-sickness,  thinking  he  had  been  poisoned. 

22.  Then  he  rose  and,  swinging  up  his  burden  with  some   difficulty, 

followed  to  the  bank  of  the  stream,  where  he  found  the  canoe 
just  as  he  had  left  it  ten  days  before. 

Leaf  12— Rule  10 

1.  This  time,  as  the  distance  was  short,  I  did  not  mount. 

2.  Such  was  the  vision  Evangeline  saw  as  she  slumbered  beneath  the 

tree. 

3.  No  regulation  for  such  places  of  meeting  is  observed,  so  that  all 

lives  would  be  endangered  if  a  fire  should  happen  during  the 
spectacle. 

4.  The  washout  on  the  San  Pedro,  Los  Angeles,  and  Salt  Lake  Bail- 

road  in  southeastern  Nevada  is  as  great  a  catastrophe  of  its  kind 
as  any  American  railroad  has  had  to  meet. 

5.  As  the  tug  had  gone  back,  we  were  forced  to  remain  on  board. 

6.  I  have  never  visited  the  place  since  that  summer. 

7.  Such  a  view  as  here  presents  itself  can  rarely  be  seen  elsewhere. 

8.  Don't  go  just  because  I  wish  it. 

9.  He  had  been  sent  to  protect   them  as  they  passed  through  the 

dangerous  forest. 

10.  I  wish  very  much  that  he  would  join  us,  as  he  is  a  companionable 

fellow. 

11.  It  is  difficult  to  get  a  lion's  skin  in  perfect  condition,  for  they  are 

generally   mangy   and  scarred   with   the   marks   of   encounters 
with  other  beasts. 

12.  It  is  not  necessary  to  use  so  much  time,  for  you  may  abbreviate  the 

work  as  much  as  you  like. 

13.  It  was  a  shade  cooler  in  the  press-room  than  in  the  of&ee,  so  I  sat 

there  during  the  rest  of  that  hot  night. 

14.  A  boy  never  ought  to  go  to  college  because  his  parents  tliink  it 

will  be  good  for  him  socially. 


SENTENCE  AND  THEME  91 

15.  1  advise  against  this,  as  it  would  make  it  necessary  to  pay  up  at 

once. 

16.  This  is  quite  cold  enough,  as  the  rooms  don't  heat  up  quickly  in 

the  morning, 

17.  Many  a  weary  year  had  passed  since  the  burning  of  Grand-Pre. 

18.  I  suppose  I  shall  have  to  go,  since  you  urge  me  so  strongly. 

19.  Inevitably  there  will  be  desertions,  so  that  sometimes  an  expedi- 

tion is  seriously  depleted. 

20.  We  had  our  tackle  ready  for  work  as  soon  as  the  first  rays  of  sun- 

light appeared  in  the  east. 
iJl.  Everybody  was  glad  to  see  it  turn  cold,  as  we  had  not  yet  had 

any  skating. 
I'L*.  The  expression  on  his  face  as  he  said  these  words  was  not  at  all 

pleasant. 
•2:>.  It  had  become  a  menace  to  the  State,  so  the  people  put  an  end 

to  it. 

Leaf  13— Rule  10 

1.  In  Samarkand  there  are  no  decent  hotels,  so  you  must  seek  quar- 

ters in  numeras,  or  numbered  apartments.     (We  clearly  have  an 
explanation  of  numeras,  an  appositive.) 

2.  There  is  probably  ten  times  as  much  cooked  food  sold  in  Chicago 

today  as  there  was  ten  years  ago. 
;;.  This  is,  as  you  might  say,  a  side-splitting  tragedy. 

4.  My   experience   convinces   mc   that   hypnotic   suggestion   is   of  no 

value  as  a  help  to  the  moral  reform  of  the  drunkard,  because 
it  does  not  break  the  power  of  the  habit. 

5.  No,  I  shouldn't,  because  it  is  clear,  as  I  told  you  before,  Percy,  that 

he  too  is  imposing  on  you. 
().  This  seemed  to  me  one  of  the  most  absurd  reasons  that  could  possi- 
bly be  given,  because  a  man  who  has  never  had  a  thorough 
training  in  finance  ought  not  to  expect  to  be  given  the  manager- 
ship of  a  Stock  Exchange  house. 

7.  I  began  to  feel  pretty  desperate  at  this,  for  I  felt  altogether  help- 

less. 

8.  The  counterfeit  presentment  of  me  was  so  perfect  that  I  did  not 

know  whether  I  was  on  the  stage  or  in  the  audience. 

9.  Roger,  it  seemed,  might  take  certain  legal  steps. 

10.  Since  Saturday  our  association  has  been  in  negotiation  with  rep- 

resentatives of  the  company. 

11.  He  accosted  me  with  excessive  warmth,  for  he  had  been  drinking 

much. 

12.  Of  these  the  work  in  wood  will  probably  have  the  widest  popular 

appeal,  for  the  exhibition  is  specially  interesting  in  furniture. 
(For  of  these  cf.  the  remark  about  for  Bat,  Leaf  2,  above.  But  if 
a  pupil  can  argue  that  the  phrase  seems  parenthetical,  he  must  be 
allowed  his  comma.) 

13.  This  is  as  clev6r  and  devilish  a  device  for  cheating  laborers  out 

of  their  hard-earned  nickels  as  I  have  ever  seen  in  my  life  of 
twenty-two  years  as  policeman. 


92  PILOT  BOOK  FOR 

14.  There  would  have  been  no  earthquakes  and  tornadoes  in  a  world 

of  man's  making,  because  it  would  have  been  a  piece  of  finished 
machinery. 

15.  The  newspaper  that  is  not  afraid  to  make  enemies  often  attains 

the  greatest  success,  as  has  been  proved  many  times  in  the  last 
decade. 

16.  To  go  to  the  theater  as  often  as  possible  seemed  his  one  ambition 

in  life. 

17.  Do  you  mean  to  say  that  you  are  trying  for  a  place  on  the  team 

simply  because  it  will  make»  you  more  popular? 

18.  But  her  mother  had  announced  that  she  could  not  bear  to  walk  in 

the  streets  and  see  the  British  soldiers  disfiguring  the  once 
hallowed  scenery  of  the  place,  so  it  was  no  wonder  that  Miss 
Bloemfontein  declined  to  take  afternoon  tea  with  those  enemies. 

19.  The  hypocritical  old  miser  had  set  his  heart  on  this  so  earnestly 

that  not  even  my  most  violent  appeals  to  his  sense  of  honor 
could  change  his  mind  in  the  least. 


Leaf  14— Rules  8,  9,  and  10 

1.  They  found  me  with  so  many  broken  bones  that  I  scarcely  seemed 

to  have  a  chance  of  recovery. 
2."  She  reached  back  her  hand  preparatory  to  shutting  the  door,  when 

Mr.  O'Rourke  set  one  foot  on  the  threshold  and  frustrated  the 

design.    (She  did  not  '  *  reach  back  when  he  set " ;  she  reached  back, 

and  then  he  set.") 

3.  Mr.  Walter  Camp,  who  is  a  high  authority  on  football,  declares  that 

a  sure  remedy  is  the  increase  of  the  distance  which  must  be 
gained  if  a  team  is  to  keep  the  ball. 

4.  I  am  sure  this  map  of  the  city  will  be  much  more  convenient  for 

finding  your  way  about,  even  if  it  does  take  longer  to  unfold  it. 
6.  Hours  later,  when  the  day  was  on  its  journey  and  the  city  well 
aroused,  the  doctors  issued  a  bulletin. 

6.  It  will  not  take  long  to  learn  the  wisdom  of  the  man  who  declared 

it  to  be  impossible  to  shoot  ahead  of  a  canvasback  or  redhead, 

7.  On  Sunday  he  was  preaching  to  his   congregation   and  had  just 

reached  the  second  head  of  his  discourse,  when  the  church  door 
was  cautiously  opened. 

8.  It  was  nearly  six   o'clock  yesterday  evening  when   Wolter,  who 

is  in  the  citj"^  jail  charged  with  the  murder  of  Ruth  Wheeler, 
abandoned  the  show  of  bravado  and  unconcern  that  has  char- 
acterized his  actions  since  his  arrest. 

9.  The  university  pays  all  the   expenses  and   organizes  the   week's 

festivities  for  those  youngsters  who  made  the  best  showing 
with  their  corn  at  the  various  State  contests. 

10.  The  invalid  had  just  asked  that  her  couch  might  be  drawn  as  neaf 

to  the  'window  as  possible. 

11.  The  builder  of  this  trestle  certainly  deserves  praise,  for  it  is  built 

in  a  very  difficult  place. 


SENTENCE  AND  THEME  93 

12.  This  is  a  case  that  must  remain  two  or  three  years  in  the  Hospital 

School  before  it  can  be  diagnosed. 

13.  The    same    constitution    which    guarantees    absolute    freedom    of 

religious  worship  also  allows  freedom  of  speech. 

14.  Perhaps  you  know  that  the  storks  that  inhabit  the  island  that  lies 

not  more  than  six  hundred  yards  from  Lilliput  are  now  about  to 
attack  us  again. 

15.  Eealizing  that  the  old  man  might  be  somewhat  deaf,  I  sounded 

my  bicycle  bell,  which  was  a  specially  loud   one,  still  more 
violently. 

16.  Jones,  Lettson,  and  Brown  saved  the  lives  of  all  those  in  the  third 

vein  who  escaped  that  day. 

17.  You  will  find  that  you  have  put  a  high  bank  between  yourself  and  the 

town  as  soon  as  you  have  walked  down  the  path  from  the  trolley 
line  to  the  old  fort  at  Leeson  Park. 

18.  Any  woolen  fabric  that  is  to  be  made  into  a  garment  should  be 

thoroughly  shrunk  before  cutting. 

Leaf  15— Rules  8,  9,  and  10 

1.  One    cause   of    the    appearance    of    pellagra    here    lies    in    the   con- 

sumption of  corn  that  has  been  sent  to  market  before  it  is 
thoroughly  dry. 

2.  Out  of  this  he  had  to  meet  his  life-insurance  premium,  which  left 

two  hundred  and  sixty  dollars  actual  cash  on  hand  from  the 
savings  of  the  year. 

3.  This  is  one  of  the  mysteries  that  offer  a  field  for  future  science. 

4.  We  neglected  work  and  searched  everywhere,  although  we  had  no  hope 

of  finding  the  little  fellow's  nickel. 

5.  Florida  is  so  easily  reached  and  the  small  towns  along  the  Indian 

River  afford  such  an  extended  range  of  accommodations  that  no 
definite  scale  of  prices  exists. 

6.  Through  remarkable   detective  work  on  the  part   of  Mr.   Robert 

Wilson,  who  has  been  called  an  evangelist  of  civic  righteousness, 
direct  evidence  was  obtained  that  certain  ordinances  had  been 
secured  by  cash  bribes. 

7.  Finally  we  reached  the   so-called   "port"   of   Yreka,  where   my 

friend  had  agreed  to  wait  until  my  steamer  arrived. 

8.  A  six-masted  schooner  now  on  the  stocks  at  Bath,  Maine,  which 

will  be  ready  for  launching  in  December  and  which  has  not 
yet  been  named,  will  be  three  hundred  and  twenty-five  feet 
long. 

9.  You    feel    certain    that    whatever    he    undertakes    he    will    carry 

through. 

10.  Wfc  congratulate  our  readers  that  this  leadership  will  be  exercised 

through  the  columns  of  the  OutlooTc,  which  will  be  the  exclusive 
channel  for  the  expression  of  his  views  on  political,  industrial, 
and  social  topics. 

11.  I  would  rather  it  were  with  that  loon  of  a  provost  than  any  one 

else. 


94  PILOT  BOOK  FOE 

12.  I  was  no  sooner  certain  of  this  than  I  began  to  feel  sick,  faint,  and 

terrified. 

13.  Musie-lovers  have  a  treat  in  store,  as  the  company  plays  a  great 

number  of  instruments. 

14.  Another  Insurgent  is  Mr.  Harbrou,  who  only  yesterday  was  nomi- 

nated as  a  Eegular  for  a  place  on  the  Eules  Committee. 

15.  No,  for  I  have  not  yet  told  you  the  terms  which  you  demanded 

to  hear  from  me. 

16.  A  variety  of  operations  have  been  devised  for  this  purpose,  most 

of  which  give  great  relief. 

17.  This  is  true  in  so  complete  a  sense  that  Englishmen  resent  the 

suspicion  that  the  ruling  passion  of  generations  no  longer  sur- 
vives in  these  islands. 

18.  I  wrote  a  letter  to  my  friend  in  New  Mexico  asking  him  to  buy 

for  me  a  riata,  which  is  the  Spanish  name  for  a  rawhide  rope. 


Leaf  16— Rules  8,  9,  and  10 

1.  Only  five  days  later  Commander  Eobert  E.  Peary,  who  has  devoted 

many  years  of  his  life  to  the  quest,  announced  that  he  had 
nailed  the  Stars  and  Stripes  to  the  north  pole. 

2.  Clarence  was  usually  so  restless  and  fidgety  in  church  that  his 

mother  was  obliged  to  reprove  him  from  time  to  time. 

3.  The  trouble   with  William  was  that  he  was  the  hero  of  a  very 

different  world  from  this  one. 

4.  Those  who  were  prompt  in  reaching  the  hall  were  sorely  tried  by 

the  forty-five-minute  delay. 

5.  He   acted   through   all  this  trying  emergency  as  though  nothing 

unpleasant  was  happening. 

6.  Leaning  back  in  his  chair,  unmindful  of  the  little  streams  of  water 

which  dripped  from  the  melting  snow  on  his  boot-heels,  Ebenezer 
remarked  that  he  thought  we  were  going  to  have  a  change  of 
weather. 

7.  Perhaps  our  readers  would  be  surprised  to  know  what  we   our- 

selves consider  the  most  important  aspect  of  this  case. 

8.  As  Henry  had  scarcely  done  a  thing  toward  making  the  camping 

arrangements,  we  asked  him  to  go  to  the  spring  for  a  pail  of 
water. 

9.  Hoffman  answered  them  in  a  booming  bass,  to  which  the  workers 

outside  replied  with  laughter  and  shouts  of  encouragement. 

10.  Copper,  which  with  the  exception  of  silver  is  the  best  heat-con- 

ductor known,  is  universally  employed  in  constructing  incuba- 
tors for  laboratory  use.  (It  is  better  not  to  ''break  up  the  con- 
tinuity^' of  the  which  clause  by  setting  off  the  ivith  phrase.) 

11.  Mr.  Glavis  also  testified  that  Swartz  told  him  that  he  would  get 

some  other  magazine  to  print  a  story  about  the  saving  of  the 
Alaska  coal  fields. 

12.  It  was  too  heavy  now  for  Mr.  Cameron,  who  found  his  casting  arm 

seriously  crippled  by  rheumatism. 


SENTENCE  AND  THEME  95 

13.  Rural  Free  Delivery,  which  was  begun  in  the  United  States  twenty 

years  ago  as  an  experiment,  has  been  extended  year  by  year. 

14.  Base  and  circumference  are  perfectly  balanced  in  weight,  putting 

side  strains  where  they  can  be  resisted  and  preventing  acci- 
dental stripping  from  rim. 

15.  Mr.  Buchanan,  who  six  years  ago  had  helped  to  elect  a  Democrat, 

was  now  aMiated  with  the  Republicans. 

16.  By  displaying  bottles   of   sweetened  water  he  enticed  the  bears 

*  into  his  automobile,  where  they  drank  greedily  while  he  drove 
them  home  to  their  cages. 

17.  Public  smoking  has  become  so  general  that  the  mere  suggestion 

of  the  rights  of  the  non-smoker  will  doubtless  cause  some  amuse- 
ment to  the  smoker. 

18.  It  is  now  evident  that  popular  opinion  has  refused  to  believe  that 

high  prices  are  wholly  due  to  the  increased  supply  of  gold. 

Leaf  17— Rule  11 

1.  Through    Dr.    Stiles 's    later    investigations    a    new    and    startling 

aspect  of  the  negro  problem  came  to  the  surface. 

2.  A.  month  after  David 's  arrival  he  was  sleeping  in  stables. 

3.  In  the  last  summer  of  the  four-year  cycle  the  salmon  leave  the 

mysterious  depths  of  the  sea  and  return  to  the  places  of  their 
birth. 

4.  If  you  set  any  value  on  the  photographs  your  friends  give  you, 

don't  you  think  it  only  fair  for  you  to  return  the  compliment 
in  kind? 
"i.  As  there  was  nothing  better  to  do,  I  strolled  along  with  him. 

6.  He  said  that  if  they  seemed  to  rise  into  the  air  when  they  van- 

ished, good  luck  would  follow  the  ship. 

7.  If  you  do  not   put   that  knife   this   instant   into  your  pocket,   I 

promise  upon  my  honor  you  shall  hang  at  next  assizes. 

8.  If  I  give  the  word  to  turn  about,  they  would  rise  at  once. 

9.  Since  you  think  it  is  my  duty  to  go  with  the  rest,  I  suppose  I 

must  give  up  the  bridge  game. 
10.  Where  your  treasure  is,  there  will  your  heart  be  also. 
.  11.  He  was  a  very  busy  man,  working  for  his  own  pocket  all  the  time, 
so  it  is  doubtful  if  he  ever  felt  entirely  free  to  go  into  the 
^* graft"  question. 

12.  Whenever  you  think  the  psychological  moment  has  arrived,  give 

me  the  signal  that  we  agreed  on. 

13.  But   when  they  saw  the   second  mate  waiting  for  them   in    the 

sparred  gallery,  they  went  about  ship  at  once. 

14.  Whatever  little  differences  arose  from  time  to  time  among  them 

were  amicably  adjusted  by  the  elders. 

15.  When  the  riders  were  beyond  the  castle,  it  was  necessary  for  some 

time  to  ride  with  great  precaution. 

16.  Whatever  the  reader  may  think   of  this  simple   ditty,  it  had   a 

powerful  effect  on  our  hero. 


96  PILOT  BOOK  FOR 

17.  The  habit  of  attending  exclusively  to  his  own  wants  and  interests 

had  converted  him  into  one  of  the  most  selfish  animals  in  the 
world. 

18.  However  successful  he  may  be  in  college,  he  may  still  fail  to  suc- 

ceed in  business. 

19.  If  it  seems  queer  that  Holmes  had  such  a  small  practice,  remem- 

ber that  people  are  afraid  of  a  doctor  whose  knowledge  is  not 
confined  to  pills  and  powders. 

20.  If  the  conduct  of  the  men  had  been  alarming  in  the  boat,  it  became 

truly  threatening  when  they  had  come  aboard. 

21.  We  believe  that  after  the  violent  slump  in  the  price  of   stocks 

there  will  shortly  be  a  reaction  toward  higher  prices. 

22.  While  these  mysterious  preparations  were  under  way  in  the  cellar, 

the  family  awaited  the   performance  as  patiently  as  possible. 

23.  One  cool  evening  late  in  October  our  neighbor  announced  excitedly 

that  the  aurora  borealis  could  be  seen. 

Leaf  18— Rule  12 

1.  The   company   of  course  was   deeply  concerned,   not   only   at    the 

loss  of  the  gold,  but  also  at  the  curious  accident  which  had 
allowed  the  ship  to  get  so  far  out  of  her  way. 

2.  It  seems  so  easy  to  make  a  speech  two  months  from   now,  but 

when  the  time  comes  it  proves  to  be  as  full  of  duties  as  all 
other  times. 

3.  He  was  declared  out  for  interfering  with  the  ball  while  the  short- 

stop was  trying  to  field  it. 

4.  At   the   banquet   last   night   Mr.   Barstow  spoke  for   the   faculty, 

while  Herford,  1917,  spoke  for  the  class. 

5.  And  the  trail  is  still  being  followed,  not  perhaps  as  some  of  the 

press  would  like  with  brass  bands  and  loud  acclaim,  but  quietly 
and  persistently. 

6.  It  is  quite  possible  that  he  was  guilty  of  a  disastrous  military 

blunder,  but  there  was  no  disagreement  between  his  professions 
as  a  Christian  and  his  practice  as  a  soldier. 

7.  All  physical  sports  involve  danger  and  have  caused  death,  but  a 

great  many  people  believe  that  the  hazard  which  football 
players  incur  is  out  of  proportion  to  the  benefits  of  the  game. 

8.  There  was  not  a  breath  of  air  moving  nor  a  sound  but  that  of  the 

surf  booming  half  a  mile  away  along  the  beaches  and  against 
the  rocks  outside. 

9.  The  man  who  is  actually  doing  the  active  work  is  as  cool  as  an 

iceberg,  while  those  who  have  nothing  to  do  but  watch  arc 
nervously  exhausted. 

10.  I  was  in  favor  of  removing  our  troops  as  quickly  as  possible  from 

both,  but  after  the  Boxer  uprising  I  recognized  the  necessity 
of  keeping  on  the  railway  at  Kharbin  three  or  four  battalions 
of  infantry,  a  battery,  and  a  hundred  Cossacks. 

11.  However,  that  is  neither  a  poor  reason  nor  a  good  apology,  because 

we  all  know  perfectly  well  what  you  really  think. 


SENTENCE  AND  THEME  97 

12.  The  whole  story  of  the  spice-trade  is  interesting,  but  it  is  also  a 

sad  example  of  the  misery  which  men  will  cause  one  another 
in  order  to  satisfy  the  desire  for  money  or  for  the  luxuries  that 
money  will  buy. 

13.  Nothing  is  left  but  the  blacksmith's  sledge  and  the  scythe  of  the 

mower. 

14.  I  had  thought  up  to  that  moment  of  the  adventures  before  me,  not 

at  all  of  the  home  that  I  was  leaving. 

15.  The  hope  which  the  physician  could  hold  out  for  the  child's  recov- 

ery was  but  a  feeble  one. 

16.  The  man  on  the  street  may  not  be  able  to  tell  you  the  name  of 

the  President  of  the  Republic,  but  he  knows  a  great  deal  about 
the  laws  of  the   country. 

17.  The  British   Columbia  fishermen  take  their  salmon  in  much   the 

same  manner  as  the  Americans,  though  there  are  more  gillnetters 
at  work  iu  northern  waters. 


Leaf  19— Rule  13 

1.  English  and  Egyptian  officials  extended  greetings,  and  one  enthu- 

siastic admirer  presented  Mrs.  Roosevelt  and  Ethel  with  a  bunch 
of  flowers. 

2.  First  make  the  people  rich,  and  then  they  will  be  profitable  to  you. 

3.  These   delusive   visions  have  passed,  and  writers  of   books  have 

awakened  from  their  misleading  dreams. 

4.  The  business  knowledge  and  experience  which  Mr.  Forbes  brought 

to  this  task  were  of  immense  value. 

5.  After  making  his  statement  he  lays  the  resolutions  on  the  table, 

and  from  the  time  they  are  adopted  by  the  house  these  resolu- 
tions have  the  force  of  law.  (A  strict  application  of  Rule  11 
might  require  a  comma  after  house,  but  it  is  better  logic  to  say, 
**This  is  not  an  introductory  adverb  clause;  it  is  a  restrictive 
adjective  clause  modifying  time."  The  teacher  should  not  raise 
the  point  at  all.) 
G.  At  ten  o'clock  Mr.  Brown  retired  to  his  berth,  and  what  happened 
thereafter  Mr.   Brown  testified  to  under  oath. 

7.  It  was  hard  work  getting  the  job  to  running,  and  I  didn't  have 

much  time  for  poking  into  things. 

8.  John's  troops  made  the  first   attack  against  the  ^ate,  and  those 

who  were  guarding  it  soon  yielded. 

9.  The  poem  is  planned  and  developed  strongly  and  unconventionally. 

10.  The  captain  and  Gray  were  already   examining  him,  and  I  saw 

with  half  an  eye  that  all  was  over. 

11.  I  need  these  goods  at  once  and  should  be  obliged  if  you  could  give 

the  order  your  immediate  attention.  (A  comma  befor  nd  \tould 
show  good  judgment,  for  the  need  and  should  he  obi  I  are  not 
' '  similar  items  in  a  series ' ' — they  are  really  different  moods.  But 
if  a  pupil  can  give  the  right  reason  ["two  verbs  with  a  commott 
subject"],  he  has  recited  properly.) 


98 


PILOT  BOOK  FOR 


12.  Albany  was  nearly  four  hours  away,  and  the  papers  must  not  be 

kept  waiting  so  long  to  know  how  the  old  soldier  was  faring  on 
the  way. 

13.  Early  in  life  George  Moses,  now  the  American  Minister  to  Greece, 

wanted  a  job  as  a  page  in  the  N€w  Hampshire  Legislature,  and 
he  needed  it  too. 

14.  Silver  paused,  and  I  could  see  by  the  faces  of  George  and  his  late 

comrades  that  these  words  had  not  been  said  in  vain. 

15.  The  Company  was  convicted  and  fined  $168,000,  four  times  as  much 

as  had  been  previously  collected  from  any  violator  of  the  anti- 
rebating  laws. 

16.  Such  a  shoe  as  this  will  not  be  very  heavy,  and  it  should  be  tough 

and  springy. 

17.  He  was  determined  to  be  the  first  who  should  carry  the  formidable 

news  of  the  insurrection  and  the  murder  of  the  bishop  to  Duke 
Charles. 

18.  The   farmers   have    contributed    liberally    to    the    support    of    the 

numerous  colleges  of   the  state,  and  Mr.   Carnegie  has  settled 
the  library  question  for  most  of  the  county  seats. 

19.  There  yonder  shall  be  the  kraals,  and  we  will  live  between  the  sea 

and  the  veld. 

Leaf  20— Rule  13 

1.  The  McBeth  people  and  the  B  &  H  line  say  they'll  tie  their  boats 

up  indefinitely,  and  you  know  what  that  means. 

2.  The  hints  of  the  jester  had  not  been  lost  on  Leo,  and  they  were 

confirmed  by  the  look  and  manner  of  Tristan. 

3.  He  sat  up  and  saw  a  shower  of  red  sparks  shoot  into  the  darkness 

far  forward. 

4.  The  Sunday  papers  will  be  out  in  the  morning  with  stories  about 

the  end  of  Cannonism  and  Tsarism,  and  perhaps  a  few  of  them 
will  say  what  I  said  about  the  House. 

5.  When  your  eyes  pain  you  after  only  an  hour's  work,  you  ought  to 

have  them  attended  to  at  once,  or  you  may  find  they  are  seriously 
injured  before  the  end  of  the  term.  (Sentences  5  and  6  are  a 
pretty  pair  of  illustrations:  In  5  the  or  is  not  joining  similar 
items;  in  6  or  is  joining  two  exactly  similar  noun  clauses.) 
€.  Only  one  in  ten,  it  is  said,  knows  what  can  be  raised  on  his  land 
for  the  best  profit  or  where  he  is  making  and  losing  money. 

7.  The  summer  broke  on  that  sunny  land,  and  still  Antonio  continued 

his  daily  visits. 

8.  Houses  that  he  has  riot  previously  dealt  with  seek  information 

from  concerns  of  which  he  is  an  old  customer,  and  these  new 
creditors  are  generally  reassured. 

9.  Everybody  he  knew  and  Mrs.  Sherman  knew  was  asked  to  drop 

around,  and  the  way  they  dropped  astounded  even  those  cynics 
who  rent  the  carriages  in  this  Capital. 
10.  Yet  the  interest  of  the  audience  is  enchained  from  the  very  first, 
and  no  play  of  recent  times  has  done  more  to  prove  that  the 


SENTENCE  AND  THEME  99 

happenings  of  common  domestic  life  may  be  just  as  tragic  and 
dram'atie  as  those   of   the  most  lurid   Drury   Lane  melodrama. 

11.  They  were  of  the  world,  and  I  felt  that  they  could  not  understand 

William  nor  the  way  he  lived. 

12.  It  is  a  good  plan  to  experiment  first,  and  there  is  excellent  oppor- 

tunity for  experiment  in  your  school. 

13.  This  building  must  be  put  up  exactly  according  to  specifications, 

or  your  firm  must  answer  for  it  in  court. 

14.  If  we  compare  English  Rugby  football  with  American  football,  we 

find  that  the  English  game  is  far  quicker  and  gives  more  oppor- 
tunity for  flashes  of  imagination. 

15.  Altogether  the  Armenian  rug  merchants  went  to  a  great  deal  of 

trouble  and  expense  in  their  efforts  to  bilk  their  sole  creditor, 
and  it  was  a  rude  shock  to  them  when  the  District  Judge  said 
plainly  that  he  didn't  believe  them.  (Pupils  are  over  fond  of 
setting  off  such  introductory  adverbs  as  altogether,  indeed,  still. 
The  teacher  had  best  not  raise  the  point;  the  best  answer  if  a 
pupil  queries  is,  *'You  may  use  the  comma  if  you  think  the  word 
is  parenthetical.") 

16.  The  information  that  the  young  heiress  was  in  the  hands  of  the 

brigands  added  fresh  and  more  pointed  thorns  to  Toynbee's 
reflections. 

17.  Hunter  brought  the  boat  round  under  the  stern  port,  and  Joyce 

and  I  set  to  work  loading  her  With  powder-tins,  muskets,  bags  of 
biscuits,  kegs  of  pork,  a  cask  of  cognac,  and  my  invaluable 
medicine  chest. 

Leaf  21— Rule  13 

1.  Able-bodied  men  were  scarce  in  those   days,  and  the  draft   was 

being  called  into  requisition. 

2.  Evidently  a  powerful  magnet  of  some  sort  was  hidden  within  the 

lower  part  of  the  deck,  and  it  was  this  that  was  causing  the 
compass  in  the  pilot  house  to  go  astray. 

3.  The  casing  cannot  be  injured  by  working  loose  or  by  the  wearing- 

of  sand  and  dirt  that  works  in  behind  the  rim. 

4.  But  the  great  man  unbent  and  assured  the  Secretary  of  the  Treas- 

ury that  he  was  glad  his  play  had  made  such  a  hit. 

5.  Deep  sympathy  was  felt  in  this  country  for  the  sufferers,  and  whole 

shiploads,  of  potatoes  were  hi^rried  to  Ireland. 

6.  I  want  to  go  to  Chihuahua  and  see  a  bull-fight,  for  they  are  said 

to  be  fiercer  there  than  in  the  City  of  Mexico. 

7.  The  attempt  to  get  a  breath  of  fresh  air  meant  the  admission  of 

an  icy-cold  blast,  and  the  indignation  of  the  other  two  men  can 
be  imagined. 

8.  Here  on  the  Zuyder  Zee  the  wind  blows  bitterly  at  times,  and  I 

was  interested  to  see  how  the  skating  Hollander  takes  advan- 
tage of  it. 

9.  Come  here  and  see  if  you  can  make  anything  out  of  this  unreadable 

scrawl. 


100  PILOT  BOOK  FOR 

10.  I  uttered  my  perfunctory  wish  to  be  shown  over  the  sanitarium. 

and  the  one-armed  man  led  me  directly  into  a  ward. 

11.  We  were  glad  to  see  that  our  host  had  already  lighted  a  tire  and 

made  up  two  beds  of  pine  boughs. 

12.  I  heartily  wish  you  had  come  yesterday  and  inspected  these  goods, 

for  today  they  are  all  marked  a  higher  price. 

13.  All  afternoon  I  was  wandering  up  one  street  and  down  the  next, 

trying  to  find  the  little  shop  where  I  had  bought  the  bracelet 
the  day  before. 

14.  For  a  fortnight   we  have  had   no   rain,   and  the   surface    of   the 

macadam  roads  is  covered  with  pulverized  particles  of  filth. 

15.  One  of  the  best  traveling  salesmen  in  our  employ  was  a  physical 

wreck  from  dyspepsia  and  stomach  trouble. 

16.  A  ramble  across  country  on  a  summer  day  involves  nothing  more 

serious  than  a  pleasant  fatigue  and  gains  nothing  more  impor- 
tant than  wholesome  pleasure. 

17.  "We  finally  put  them  over  the  scales  at  fifty  cents  a  head,  and  I 

figured  out  that  it  would  be  necessary  to  do  a  large  business 
,  to  make  any  money  on  that  basis. 

18.  We  had  met  in  such  very  different  kinds  of  places  as  the  alleys 

of  Tunis  and  the  streets  of  Salem. 

19.  The  financial  transactions  between  the  merchant  of  this  country 

and  his  South  American  customers  are  all  carried   on  through 
European  banking  concerns. 

20.  When  you  go  home  in  the  afternoon  and  get  ready  for  exercise, 

are  you  able  to  forget  all  your  business  worries? 

Leaf  22— Rule  14 

1.  "Thank  you,  Jimmy,"  he  murmured  very  softly  as  he  felt  of  the 

point  of  his  jaw  and  winked  one  eye  at  Miss  Macy. 

2.  ''1  have  won!"  exclaimed  Melissa  with  a  touch  of  triumph  in  her 

voice. 

3.  Mr.  Randolph  held  the  younger  man's  hand  in  a  long  clasp  as  he 

said,  "Good-by,  my  boy,  and  luck  to  you." 

4.  "Well,"  he  answered  meditatively,  "there  was  a  time  not  many 

years  ago  when  nobody  dared  go  over  the  trail. ' ' 

5.  "Did  some  of  your  people  get  left?"  I  asked,  wishing  to  show 

some  attention  to  the  embarrassed  old  lady. 

6.  "The    arrangement,"    he    grumbled,    "may    not    be    permanent, 

because  we  are  merely  making  an  experiment." 

7.  "I  guess,"  said  Mr.  Abner,  "that  some  of  the  folks  that  thought 

you  made  a  mistake  when  you  married  will  change  their  minds 
now. ' ' 

8.  Though  this  screaming  headline  impressed  Dillon  as  being  impor- 

tant,  he   did   not  want   to  betray  his  feelings,  and  so  merely 
grunted,    "That's    all    foolishness,    my    boy,    however    fine    it 
sounds." 
0.  Thereupon  the  Giant  cried  out  to  the  Dwarf,  "Let  us  get  one  vic- 
tory more,  and  then  we  shall  have  honor  forever." 


SENTENCE  AND  THEME  101 

10.  "But  can't  you  tell  me,"  said  I  after  a  loxi^.p^tusGj  briuging  2»Ay; 

hand  down  on  the  table  with  a  bang,  "what  under  heaven  you 
thought  you  were  going  to  accomplish  by  all  this  precious  non- 
sense?" 

11.  "I  vow,  my  dear  sir,"  returned  he,  "that  I  am  amazed  at  all  this, 

nor  can  I  understand  what  it  means." 

12.  Thus  saying,  I  left  my  family  and  descended  to  the  common  prison, 

where  I  found  the  prisoners  very  merry,  each  one  being  pre- 
pared with  some  jail-trick  to  play  upon  me. 

13.  He  scowled  at  me  a  little  deeper,  squared  himself  uncomfortably 

in  his  chair,  and  exclaimed  indignantly,  "If  you  were  only 
absolutely  worthless  and  I  could  have  the  satisfaction  of  curs- 
ing you  out,  I'd  feel  better."  0 

14.  The  lucky  7th  were  first  to  arrive  at  the  camping-grounds,  and' 

consequently   found   practically   everything    done    for   them   in 
the  way  of  preliminary  labor. 
1 ').  She  very  politely  informed  me  that  I  was  not  interesting  and  that 
she  wanted  to  be  left  alone  for  a  while,  so  that  she  could  finish 
her  morning's  work. 

16.  "I  am  a  peasant,"  he  said,  apparently  addressing  them  all,  but 

with  his  eyes  upon  Francis,  * '  from  a  country  where  life  is  very 
hard,  and  that  is  fortunate  for  me." 

17.  The  man  of  whom  we  had  hired  our  saddles  only  shrugged  his 

shoulder  and  replied,  "Who  knows?" 

18.  "No,"  said  the  shopkeeper  with  a  singular  expression  on  his  face, 

"I  had  a  little  daughter  die  the  other  day,  and  it's  the  custom 
to  give  a  fandango  when  anybody  dies." 


Leaf  23— Rule  14 

1.  "Why  is  there  so  much  opposition  in  the  Church  to  the  moving 

picture?"  asks  the  Secretary  of  the  National  Board  of  Censor- 
ship in  the  columns  of  the  Churchman. 

2.  In  the  meantime  the  emperor  held  frequent  councils  to  debate  what 

course  should  be  taken  with  me,  and  I  was  afterwards  assured 
that  the  court  was  under  many  difficulties  concerning  me. 

3.  "I' don't  quite  understand,"  I  answered,  "whether  you  mean  the 

right  way  of  holding  the  rake  or  the  right  way  of  going  about 
my  business  in  this  new  country. ' ' 

4.  ' '  Yes,  that  may  be  all  straight,  old  man,  if  everybody  who  is  inter- 

ested agrees  that  it's  honest,"  replied  my  friend  rather 
dubiously. 

5.  "  I  'm  not  comfortable,  and  you  know  that  I  'm  not,  and  there  *s  no 

sense  in  asking  if  I  am,"  growled  Lucius,  showing  a  temper 
that  we  had  never  seen  in  him  before. 

6.  "There's  a  letter  for  you,  Mrs.  Torrance,"  I  said  gently,  inserting 

it  into  one  hand  that  rested  on  her  knee,  "which  ought  to  be 
read  at  once,  for  it  needs  an  answer,"  (Whether  the  meaning  is 
said  gently  or  gently  inserting  is  purely  debatable.) 


102 


PILOT  BOOK  FOE 


•7    ''Wt^lT/'  'T  reflscted,  "there  was  never  a  pleasanter  or  more  harm- 
less sight,  and  it  will  be  a  burning  shame  to  scold  them. ' ' 

8.  "Then  God  be  with  you,  good  people,"  said  she  and  went  along, 

but  her  sprightly  foot  came  flat  on  the  ground  now  and  no 
longer  struck  it  with  little  jerks  and  tapping  heel. 

9.  As  the  channel  grew  shallower  at  every  step,  I  came  in  a  short 

time  within  hearing  and,  holding  up  the  end  of  the  cable  by 
which  the  fleet  was  fastened,  I  cried  in  a  loud  voice,  "Long 
live  the  most  puissant  Emperor  of  Lilliput. ' ' 

10.  ' '  Poor  Wolf !  "  he  woi;ild  say,  ' '  thy  mistress  leads  thee  a  dog 's  life 

of  it,  but  n6ver  mind,  my  lad,  for  whilst  I  live,  thou  shalt  not 
lack  a  friend  to  stand  by  thee."  (Considerable  latitude  must  bo 
allowed  for  punctuating  the  first  six  words.  A  period  and  capital 
might  properly  follow  say,  or  a  comma  might  suffice  after  Wolf.) 

11.  The    Commissioner    of    Agriculture,    Commerce,  •  and    Industries    of 

South  Carolina  says  in  his  1915  report,  "It  is  easy  to  see  that 
there  was  during  the  first  six  months  a  rapid  drift  away  from 
the  employment  of  children  that  are  under  the  age  of  fourteen 
years. " 

12.  "So  please  you,  reverend  father,"  said  Gerard,  **my  hand  trem- 

bleth  too  much  at  this  moment,  but  last  night  I  wrote  a  vellum 
page  of  Greek  and  another  of  Latin." 

13.  "I  can't  sleep  in  this  place,"  he  used  to  say,  huddled  up  in  a 

pathetic  bundle  there  on  the  wide  veranda  of  his  Newport 
home,  "because  these  waves  make  me  nervous." 

14.  "Since  I  can  get  out  the  very  first  thing  in  the  morning,"  he  went 

on,  looking  at  her  with  what  she  took  for  an  amused  smile,  "it 
wouldn't  be  sensible  to  loaf  about  until  night." 

15.  But    one   Sunday   Mr.    Hatfield   announced   from   the   pulpit,   "If 

there  be  any  of  you  that  cannot  quiet  his  own  conscience,  let 
him  come  to  me." 


Leaf  24 — Rules  15  and  16 

1.  The  piano  stood  open  littered  with  music;  a  tea-table  ready  for 

service  was  drawn  close  to  the  firej  a  faint  smell  of  macaroons 
T^^as  in  the  air. 

2.  The   sliding  bulk  took  on  an  outline;   it  made  a  vague  tracery 

against  the  faint  sky;  each  instant  it  was  plainer  to  see. 

3.  Some  200,000,000  marbles  are  used  in  this  country  every  year,  and 

of  course  it  is  the  boys  who  buy  a  large  proportion  of  them; 
but  many  millions  are  purchased  by  the  Standard  Oil  Company, 
by  various  manufacturers,  by  dealers  in  railway  supplies,  and 
by  puzzle-makers.  (A  semicolon  before  but  shows  the  two  big 
members.) 

4.  We   have   often  propounded  this   question   to   ourselves — namely, 

if  Kipling  had  been  an  artist,  wouldn't  he  have  been  C.  JD. 
Gibson? 

5.  As  one  who  played  the  game  he  had  the  virtues  of  a  gamester: 


SENTENCE  AND  THEME  103 

self-control  in  a  crisis,  faithfulness  to  promises,  and  ability  to 
accept  defeat  without  a  whine.  (Rule  11  would  call  for  a  comma 
after  the  introductory  as  clause,  but  the  teacher  should  make  no 
point  of  requiring  it.) 
f?.  We  have  been  struggling  for  something  even  beyond  the  accom- 
plishment of  three-cent  fares  or  municipal  ownership  or  the 
city's  ownership  of  the  streets  or  any  of  those  questions. 

7.  Americans   at   school   and   college   are   far   more   methodical    and 

vigorous  in  their  training;  they  make  more  of  a  business  of  it; 
they  specialize  more. 

8.  The  San  Francisco  Argonaut  says  of  McCarthy:  **He  is  a  coarse, 

ignorant,  pretentious,  and  vicious  product  of  low  life,  a  born 
hoodlum,  a  born  bully." 

0.  As  I  lay  watching  here  in  the  pasture  at  night,  every  few  minutes 

a  toad  would  hop  past  me  in  the  grass,  or  I  could  see  a  wee, 
black  bunch  coming  down  the  narrow  cowpaths  in  the  faint  light, 
bobbing  leisurely  along  with  a  hop  and  a  stop,  moving  slowly 
toward  the  pump  to  join  the  band  of  his  silent  friends  under 
the  trough. 

10.  This  word,  owing  to  ignorance  of  its  original  Oriental  form,  has 

a  great  variety  of  spellings — for  example:  simitar,  scimitar,  cvmi- 
tar,  and  more  than  a  dozen  others. 

11.  If  the  roofs  are  flat,  enormous  weights  of  snow  gather  on  them, 

straining  the  whole  house;  but  the  snow  slides  off  steep  roofs 
as  soon  as  it  begins  to  melt,  thus  relieving  the  strain. 

12.  Northward  we  could  look  over  Harlem  and  far  up  the  Hudson; 

to  the  west  across  Jersey  City  and  Hoboken  out  to  the  Ramapo 
Hills,  Orange  Mountain,  and  Newark  Bay;  southward  down 
into  the  harbor  crowded  with  vessels  and  tugs;  and  eastward 
over  the  end  of  Long  Island  out  to  the  misty,  gray  ocean,  black 
here  and  there  with  the  smoke  of  the  ships  endlessly  coming 
and  going.  (Crowded  might  be  called  non-restrictive  and  black 
restrictive,  but  probably  the  author  felt  them  the  other  way.  No 
time  should  be  used  for  these  questions;  time  is  needed  to  show 
the  need  of  the  three  semicolons.) 

13.  But  they  gave  the  usual  evasive  answer — namely,  *' There  is  plenty 

of  time  for  that." 

Leaf  25— Rules  15  and  16 

1.  The  terms  used   in  this  new   game   are  mostly   the   same   as   in 

croquet — namely:  mallets,  wickets,  balls,  borders,  rovers,  and 
several  others. 

2.  When  a  stout  customer  tried  on  a  suit,  she  was  led  to  the  con- 

cave mirror,  and  so  saw  her  figure  as  it  would  be  with  the 
measurements  reduced;  but  when  a  thin  person  came  in  to  try 
on  clothes,  she  was  taken  to  the  convex  mirror,  where  the 
opposite  effect  is  produced. 

3.  His  character  is  so  high,  his  aim  so  pure,  his  intellect  so   clear 

that  nothing  can  prevent  approval  from  the  people  in  the  long 


104  PILOT  BOOK  FOR 

run  except  two  amiable  human  traits:  blind  confidence  in  those 
about  him  and  dislike  of  controversy. 

4.  In  three  years  he  was  raising  an  average  of  more  than  two  hun- 

dred bushels  of  potatoes  to  the  acre,  had  built  up  a  good  busi- 
ness, selling  direct  to  large  consumers  in  his  own  locality,  and 
today  has  storage  facilities  for  holding  his  crop  until  prices 
advance. 

5.  When  a  man  is  ready  to  build  his  **  igloo, '^  he  first  of  all  draws 

a  circle  in  the  snow  with  his  knife,  and  after  he  has  cut  out  the 
blocks  which  he  intends  to  use,  he  fits  them  around  this  circle, 
each  row  leaning  a  little  further  toward  the  center  and  being 
stuck  to  the  next  lower  row,  so  that  the  whole  will  not  cave  in. 

6.  The   object    of   a  picture-puzzle    is   threefold:    to   put   the   pieces 

together  before  the  lease  expires,  to  hold  your  job  while  you 
are  putting  them  together,  and  to  keep  the  hired  girl  from 
sweeping  the  unfinished  picture  into  the  garbage-can  before  you 
can  get  up  in  the  morning. 

7.  *' Tossing   hides"   was   always  wet  work,  and  if  the  beach   was 

stony,  it  was  bad  for  our  feet;  for  of  course  we  always  went 
barefooted  on  this  duty,  as  no  shoes  could  stand  such  constant 
wetting  with  salt  water. 

8.  There   they  all  were:    Al  Foster,  who  was  a   sheet-writer  for  a 

bookmaker  at  the  race-tracks;  Yriuski,  the  palm-reader,  who 
rented  the  entire  lower  floor;  Jastrow,  the  sidewalk  ticket- 
speculator;  and  Beals  Emerson,  a  silent  young  man  who  w^orked 
somewhere  down  town. 

9.  The  rare  sight  of  the  fox's  clean,  sharp  track  in  the  dust  or  in 

the  mud  along  the  margin  of  the  pond  adds  flavor  to  a  whole 
day's  tramping,  and  the  glimpse  of  one  in 'the  moonlight  trot- 
ting along  a  cow-path  or  lying  low  for  Br'er  Rabbit  is  worth 
many  nights  of  watching. 

10.  This  miniature  railway   train  was  made  by  using  flower-pots  to 

serve  as  wheels,  steam-cylinders,  bell,  etc.;  and  properly  shaped 
wire  racks  filled  with  bulbs  represented  the  body  of  the  engine, 
the  tender,  and  the  box-cars. 

11.  Several  bits  of  modern  slang  can  be  found  in  Shakespeare's  trage- 

dies— for  instance,  *'good   night." 


Leaf  26— Rule  17 

(In  the  great  majority  of  cases  from  here  on  semicolons  are  best  for 
separating  the  independent  clauses.  But  occasionally  a  period  is 
much  to  be  preferred  or  is  necessary — e.g.,  Leaf  27,  13  and  20; 
Leaf  28,  6  and  16;  29,  3;  31,  9  and  13.) 

1.  Soft  coal  lights  easily  and  burns  with  a  bright  flame;   it  is  the 

chief  fuel  for  producing  steam,  and  the  railroads  consume  great 
quantities  of  it. 

2.  It  is  not  revolution,  however;   it  is  industrial  and  social  change. 

3.  Bury  me  in  the  sea;  it  has  been  my  home,  and  I  love  it. 


SENTENCE  AND  THEME  105 

4.  The  Sanitarium  is  not  merely  a  place  where  people  regain  more  or 

less  health;  it  is  far  more  than  that. 

5.  Most  of  them,  however,  realized  that  they  had  very  little  chance 

of  securing  this  prize;  nevertheless  they  kept  steadily  on  with 
that  one  object  in  view. 

6.  The  old  man  pulled  forth  a  little  bag;   it  contained  his  last  pipe- 

ful of  tobacco,  the  one  that  he  had  been  betting. 

7.  Brace  up,  boy;  what's  the  matter  with  you? 

8.  The  day  was  the  hottest  since  Col.  Koosevelt  reached  civilization, 

the  southwest  wind  resembling  a  sirocco. 

9.  If  this  breaks,  it  is  considered  good  luck;  if  not,  bad  luck. 

10.  They  are  made  in  Pittsburgh,  in  Chicago,  in  St.  Louis,  and  along 

the  Wisconsin  Eiver;  and  some  day  they  will  be  made  at  Muscle 
Shoals  and  at  the  Great  Falls  of  the  Missouri. 

11.  Congressman  Hobson  is  not  entirely  devoted  to  war;  it  is  possible 

that  he  enjoys  motoring  between  periods  of  preparation  for 
battle  with  the  Mikado  of  Japan. 

12.  I  said  the  dining-place  was  a  shed;  this  is  misleading. 

13.  Mr.  Morgan  accepted  the  keys,  thanked  those  who  had  constructed 

the  building,  declared  the  theater  open,  and  dedicated  it  to  the 
citizens  of  New  York. 

14.  The   squire  made   no  bones  about   the   matter;    he   despised  the 

captain. 

15.  But  it  was  not  its  size  that  now  impressed  my  companions;  it  was 

the  knowledge  that  seven  hundred  thousand  pounds  in  gold  lay 
somewhere  buried  below  its  shadow. 

16.  ''That's  as  you  please,  sir,"  said  the  captain j  "you'll  find  I  do  my 

duty. ' ' 

17.  This  is  not  merely  my  thought;  it  is  what  our  nation  hopes  for 

and  what  our  Sovereign  desires. 

18.  "I  see,*'  said  the  doctor;  "you  wish  to  keep  this  matter  dark  and 

to  make  a  garrison  of  the  stern  part  of  the  ship. ' ' 

19.  The  first  portion  of  the  article  is  devoted  to  the  technical  details 

of  construction  of  the  airship;  the  last  deals  with  the  man 
himself. 

20.  Her  wrapper  was  as  neat  as  her  figure;  even  the  lace  at  the  throat 

was  clean. 

21.  There  are  of  course  many  exhibitions  in  the  moving  picture  line 

that  give  praiseworthy  entertainments,  but  there  are  very  many 
more  that  pander  to  low  passions  and  have  nothing  but  the 
dollar  in  sight  and  think  of  nothing  but  the  film  which  will  draw 
the  biggest  crowd  without  pulling  the  house  into  the  police- 
court. 

Leaf  27— Rule  17 

1.  But  enough  of  this;  I  am  wandering  from  my  subject. 

2.  About  half-way   down  the  slope  to  the  stockade  they  were  col- 

lected in  a  group;  one  held  the  light;  another  was  on  his  knees 
in  their  midst.  (Mere  rules  are  satisfied  by  the  two  semicolons, 
but  a  different  mar^  after  group  would  show  the  two  members  of 


106 


^iLOT  BOOK  FOR 


the  sentence.  A  colon  would  show  that  what  follows  explains 
group;  a  period  would  show  separateness  of  statement.) 

5.  All  men  liked  Jack  Drayton;  women  liked  him  even  better. 

4.  The  emperor  lays  on  the  table  three  fine  silken  threads  of  six  inches 
long;  one  is  blue,  the  other  red,  and  the  third  green. 
.   5.  To  get  to  this  mountain  you  have  to  take  the  boat  at  Lucerne  and 
go  to  a   small   town  near  the  base,  where   you  are  met  by   a 
curiously  small  engine  attached  to  a  remarkably  large  car. 

6.  *'You  are  a  visitor  here  I  suppose,"  he  said;  "will  you  tell  me 

where  I  can  find  the  head  of  the  establishment?" 

7.  That  was  the  end  of  the  night's  business;  soon  after,  with  a  drink 

all  round,  we  lay  down  to  sleep.  (A  pupil  is  perhaps  excusable 
for  not  setting  off  the  with  phrase,  since  the  text  says  little  about 
non-restrictive  prepositional  phrases  (they  are  not  very  common). 
But  the  meaning  is  not  ''soon  after  with  a  drink.") 

8.  Not  infrequently  it  is  the  case  that  the  chart  shows  no  storm  at 

all,  there  being  just  a  group  of  irregular  lines  covering  the  face 
of  the  map. 

9.  The  sixth  had  only  risen  upon  his  elbow;  he  was  deadly  pale,  and 

the  blood-stained  bandage  round  his  head  told  that  he  had 
recently  been  wounded. 

10.  Alas!  it  was  too  late;  the  flames  had  already  cut  off  his  escape 

through  the  window. 

11.  For  children  the  story  is  all  magical  and  beautiful;  for  the  learned 

men  it  is  inspiring. 

12.  ''Eat  something,  my  girl,"  he  said  to  her;  "it  will  be  the  best 

thing  you  can  do." 

13.  "It's  a  conspiracy,"  said  the  woman,  pointing  to  a  chair.     "Sit 

down,  for  we  want  to  talk  to  you  seriously  about  Mrs.  Maynard. 
How  did  you  find  herf  "     (See  general  comment  on  Leaf  26.) 

14.  I  boldly  told  him  I  should  be  ready  for  him  at  any  time;  never- 

theless I  was  sadly  scared. 

15.  It  appears  they  were  at  their  wits'  end  what  to  do,  the  stores 

being  so  low  that  we  must  have  been  starved  into  surrender 
long  before  help  came. 

16.  "Hey  there!  "  yelled  my  fisher  friend.    "Where  the  deuce  are  you 

goin"?    Ain't  you  got  no  eyes?" 

17.  Another  time  he  came  and  was  silent  for  awhile;  then  he  put  his 

head  on  one  side  and  looked  at  me. 
IS.  I  then  advanced  forward  near  half  a  mile,  but  could  not  discover 
any  sign  of  houses  or  inhabitants;  at  least,  I  was  in  so  weak  a 
condition  that  I  did  not  observe  them. 

19.  Those  intended  for  apprentices  are  dismissed  at  seven  years  old; 

the  rest  are  kept  to  eleven. 

20.  Aloysius  Dorgan  climbed  laboriously  into  a  dress  suit  and  stood 

admiringly  before  a  mirror.  "I  guess  I'm  bad,"  said  Mr. 
Dorgan.     (See  general  comment  on  Leaf  26.) 


SENTENCE  AND  THEME 


Leaf  28— Rule  17 


107 


Z  The  man  who  banks  the  game  is  a  speculator  calculating  shrewdly 
the  percentages;  tne  man  who  plays  the  game  is  a  gambler 
only.     {Calculating  is  deoatable.) 

2.  My   first   impulse  Wc*s   to   take   my   family   and  leave   this   house 

entirely;  my  second  thought  was  that  I  could  not  take  even 
my  usual  family  vacation  in  the  mountains. 

3.  *' Edgar,"  she  said,  *'can  you  come  down  for  a  minute?     A  man 

wants  to  see  you. " 
A   She  dropped  one  of  the  books  she  w^as  carrying;  he  picked  it  up 

for  her;  she  thanked  him. 
~).  You  cannot  run  away  from  a  weakness;  you  must  kill  it  or  be 
•  killed  by  it. 

6.  "No,   no,   it   is   not   possible,"   Mrs.   Bronson    said   emphatically. 

*  *  You  cannot  see  clearly  for  yourself,  or  else  you  would  have 
turned  back  long  ago."     (See  general  comment  on  Leaf  26.) 

7.  These  one-room,  ungraded  country  schools  belong  to  the  pioneer 

era  w^hen  farmers  reaped  wheat  with  a  scythe,  threshed  it  with 
a  flail,  and  hauled  it  twenty  miles  to  market  through  mud  half- 
way to  the  wagon-hubs. 

8.  To  one  that   asked  him,  *'May  a  Mohammedan  be   saved?"   he 

replied,  ''You  may  be  saved  without  knowing  that." 
0.  "We  must  dig  the  thing  out,"  he  said;  "it  will  be  heavy  to  lift, 
though;  take  a  pair  of  spades  and  see  how  big  it  is." 

10.  I  hear  you  are  a  member  of  the  Senate  committee  that  has  the 

San  Domingo  treaty  under  consideration,"  he  said,  "and  I 
wish  3'ou  would  support  it;  won't  you  do  that?" 

1 1.  "See  here!  "  I  exclaimed.    "I  have  no  time  to  fool  away.    If  you 

have  a  sensible  request  to  make,  make  it,  and  I'll  give  you  a 
civil  answer.  Who  are  you  anyway?"  (A  pupil  who  uses  a 
period  after  exclaimed  should  be  applauded,  because  "see  here" 
is  in  form  an  independent  statement.  In  fact,  howevner,  it  is  a 
mere  exclamation,  and  a  comma  is  a  proper  mark  if  the  pupil 
Tcnows  the  reason.  The  safe  rule  for  school  use  is  to  consider  such 
exclamatory  beginnings  of  quotations  as  separate  sentences — e.g., 
' '  Hurrah !  "  he  shouted.    ' '  They  're  on  the  way. ") 

12.  "He  is  a  tramp  athlete"  used  to  be  a  common  expression  heard 

nearly  every  year  in  reference  to  some  player  on  the  big  teams. 

(No  comma  is  called  for  after  the  quoted  expression,  but  the  use 

of  it  by  a  pupil  should  not  be  called  an  error.) 
IS.  Where  the  dust  cleared  away,  the  buffaloes  could  be  seen  flying 

over  the  plain,  while  behind  them  followed  the  Indians,  riding 

at   furious   speed    and   yelling   as   they  launched  arrow    after 

arrow  into  their  sides. 
14.  "I  might  say,"  he  said,  "that  wages  aren't  any  object;  isn't  that 

fair?    All  I  want  is  work  and  no  feed  and  no  sleep;  isn't  that 

fair?" 
1'-.  "I  am  very  sorry,"  he  said  apologetically,  "but  the  prison  rsgu- 


108  '  PILOT  BOOK  FOR 

lations  do  not  allow  admittance  to  the  public;  it  is  against 
the  rules." 

16.  I  began  to  tell  him  that  the  people  who  had  once  lived  in  the 

house  were  now  elsewhere,  when  he  interrupted  me.  "Come  t<t 
think  of  it,"  he  said  with  a  greater  grin,  "I  don't  sleep."  (See 
general  comment  on  Leaf  26.) 

17.  ''Hello,  hello!  what's  all  this?"  demanded  the  manager,  popping 

in  on  the  scene  like  a  vibrant  little  jack-in-the-box. 

Leaf  29— Rule  17 

1.  They  are  in  danger  of  a  long  term  of  imprisonment,  their  crime 

having  been  specially  legislated  against  at  the  last  session. 

2.  The  special  interests  will  be  busy  urging  their  private  claims  on 

Congress;  the  public  must  also  be  busy  in  urging  public  olaims 
on  Congress. 

3.  "What  in  the  world  shall  we  give  them  to  eat,  Nora?"  she  asks 

the  cook.  "There's  absolutely  nothing  in  the  house."  (See  gen- 
eral comment  on  Leaf  26.) 

4.  But  Dick  was  not  to  be  comforted;  indeed  it  was  soon  plain  to 

me  that  the  lad  was  falling  sick. 

5.  "It's  an  all-right  catch,"  he  observed  when  the  last  big  fellow 

went  into  the  scow;  "it  seems  like  old  times." 

6.  They  are  bred  up  in  the  pi:^nciples  of  honor,  justice,  and  modesty, 

and  are  always  employed  in  some  definite  work  except  when 
eating  or  sleeping. 

7.  The  old  fellow's  fury  was  awful;  he  sprung  to  his  feet,  drew  and 

opened  a  sailor's  clasp  knife,  and,  balancing  it  open  on  the 
palm  of  his  hand,  threatened  to  pin  the  doctor  to  the  wall. 

8.  "It  seems  so,"  I  answered;   "the  fact  of  the  side  plates  being 

cut  would  show  that." 

9.  One  interesting  incident  occurred   during  the  eleventh   seance:   the 

little  stool  which  was  to  the  right  of  the  medium  slowly 
approached  the  curtain  of  its  own  accord.  (A  semicolon  must  be 
accepted,  but  a  colon  shows  better  judgment.) 

10.  They   control    or   dominate    the    street-car    companies    in   Detroit, 

Toledo,  St.  Paul,  and  other  American  cities,  as  well  as  in 
Havana,  Jamaica,  and  Rio  de  Janeiro;  and  two  notable  Mon- 
trealers,  Lord  Strathcona  and  Lord  Mount  Stephen,  hold  a 
large  interest  in  James  J.  Hill's  railways. 

11.  "Oh,    doctor!"    we    cried,    "what    shall    we    do?      Where    is    he 

wounded?"  (The  comma  after  cried  is  better  because  doctor  is 
a  noun  of  address.  But  a  period  is  perfectly  possible  if  a  writer 
wants  to  show  the  independence  of  the  exclamation.  Of  course 
it  only  a  comma  is  used  after  doctor,  there  must  be  only  a  comma 
after  cried.) 

12.  This  IS  not  a  dream;  it  is  already  being  done. 

13.  In  practically  every  case  satisfactory  service  up  to  the  capacity 

of  the  plant  has  been  obtained,  and  in  addition  to  the  cities 
already  mentioned  brief  reference  might  be  made  to  the  cities  of 


SENTENCE  AND  THEME  109 

Newark,  N.  J.,  and  Providence,  R.  L,  both  of  which  maintain 
special  high-pressure  fire  systems  fed  by  gravity  from  reservoirs 
located  on  high  ground. 

14.  An  old  preacher  treated  in  this  manner  would  become  very  dicta- 

torial, a  perfect  autocrat  about  ordering  charities  for  the  poor. 

15.  The  new  city  government  consists  of  a  Mayor  and  a  Council  of 

nine  members,  three  members  retiring  each  year. 

16.  McN'amara  and  Lasher  were  bundled  in  after  them,  and  the  police- 

man leaped  on  the  running  board,  ordering  Curran  to  speed  to 
the  Washington  Heights  Hospital. 

17.  Baron  Wrangell  himself  with  Siberian  dogs  and  drivers  went  four 

times  in  succession  out  on  the  polar  ice-pack,  breaking  a  way 
with  crowbars  and  axes  through  hummocks  eighty  feet  in  height. 


Leaf  so—Rule  17 

1.  In  the  steam-chest  of  a  modern  engine  this  steam  is  admitted 

first  on  one  side  and  then  on  the  other  of  the  piston,  a  tight- 
fitting  plate  that  slides  back  and  forth  inside  a  steam  cylinder, 
carrying  with  it  a  piston-rod. 

2.  At  first  his  way  led  over  untrodden  valleys  of  wild  mustard,  over 

unbroken  hills  of  chaparral;  here  and  there  he  encountered  a 
little  huddle  of  miners  polluting  the  streams  with  the  gold- 
washing. 

3.  For  a  few  moments  little  was  said,  and  the  father  made  a  great 

pretense  of  kicking  off  his  rubbers;  then  the  daughter  extri- 
cated herself  and  looked  round. 

4.  There  are  three  ways  in  which  high-minded  and  intelligent  men 

and  women  may  deal  with  the  theater:  they  may  utterly  con- 
demn it;  they  may  accept  it  in  its  present  condition  as  repre- 
senting average  human  nature;  they  may  recognize  the  drama 
as  an  art  and  the  theater  as  a  place  of  moral  influence. 

5.  And  the  thing  for  automobilists  to  keep  in  mind  is  that  their  own 

outrageous  disregard  of  the  people  is  responsible  for  this  atti- 
tude. 

6.  If  it  hit  on  a  tie,  the  chances  were  that  it  was  all  right;  if  it  hit 

between  the  ties,  it  was  likely  to  break  the  rail. 

7.  A  few  years  ago  all  the  big  game  fishes  were  taken  by  hand-lines; 

now  they  are  landed  with  a  light  rod  and  reel. 

8.  Seymour    got    a   base    on   balls,   which    filled   the    bags;    McGraw 

smashed  a  clean  single  into  left,  scoring  Doyle  and  Murray. 

9.  Six  hundred  tons  of  barnacles  were  scraped  from  the  bottom  of 

the  battleship  South  Dakota  when  it  was  drydocked  the  other 
day;  no  wonder  it  could  not  equal  the  theoretical  speed. 
10.  From  day  to  day  the  mothers,  wives,  and  children  of  the  entombed 
miners  stood  around  the  mouth  of  the  mines,  waiting  and  pray- 
ing and  sorrowing  for  the  son,  the  husband,  or  the  father,  hop- 
ing against  hope  that  by  some  possibility  he  might  still  live  and 
be  restored  to  them. 


IIQ  PILOT  BOOK  FOR 

11.  On  the  panels  on  either  side  of  the  entrance  is  found  the  sentence 

from  his  Peoria  speech  of  October  16,  1854:  ^' Stand  with 
anybody  that  stands  right;  stand  with  him  while  he  is  right; 
and  part  with  him  when  he  goes  wrong. '^  (Commas  must  be 
accepted  here,  since  there  are  three  imperatives  with  a  common 
subject.) 

12.  A  study   of  the  Alaskan  coal  reports  already  published  by  the 

Survey  shows  a  dozen  or  more  extensive  coal-fields  ranging 
from  lignite  to  coal  of  as  good  a  grade  as  the  famous  Pocahontas 
coking  coal  of  West  Virginia. 

13.  At  the  present  time  the  Government  owns  more  than  six  hundred 

public  buildings;  they  have  probably  cost  five  hundred  million 
dollars. 

14.  "Grandfather,"  I  said  with  emotion,  "I  can't!     My  hands  are 

tied!     I  can't  get  them  loose!" 


Leaf  31— Rule  17 

1.  What  is  the  answer?    There  isn't  any  one  answer,  but  the  parcel- 

post  is  one  of  several  answers. 

2.  Then  he  leaped  upon  the  partridge  and  seized  it  ravenously;  it 

disappeared  almost  as  if  swallowed  whole. 

3.  The  opportunities  mentioned  by  Mr.  Eoot  are  thus  utilized  by  us: 

we  deny  to  the  Filipinos  the  right  to  buy  in  the  cheapest  mar- 
ket; we  force  them  to  buy  from  us;  then  we  refuge  them  free 
access  to  our  markets  for  their  products. 

4.  The  American  has  proved  to  be  the  best  immigrant  in  the  world; 

he  takes  into  a  country  his  keen  effectiveness  and  instinct  for 
results,  setting  a  pace  which  hurries  up  the  natives.  (A  colon 
would  bring  out  the  meaning  better,  but  very  few  pupils  will  think 
of  this,  and  such  niceties  should  not  be  attended  to  unless  there  is 
time  to  spare.) 

5.  ' '  Doesn  't  he  ?  "  replied  the  doctor.     ' '  Well,  step  up  here,  Dick,  and 

let  me  see  your  tongue." 

6.  Switzerland  has  no  coal  of  its  own;  the  country  is  dependent  upon 

Germany  for  its  fuel. 

7.  Incensed  because  the  chief  engineer  of  the  Newburgh  Light,  Heat, 

and  Power  Company  asked  one  of  the  employees  to  resign,  the 
entire  force  of  engineers,  firemen,  and  oilers  left  in  a  body,  only 
one  man  remaining  at  his  post. 

8.  ''You  have  not  told  me  about  her,"  she  said;  ''from  what  part 

of  the  East  is  she?" 

9.  "They  say  so,"  the  officer  bawled  in  reply.     "I  just  got  here. 

They  say  most  of  'em  came  down  the  front  stairway  before  it 
was  cut  off.  The  firemen  got  some  more;  they're  all  around 
here."     (See  general  comment  on  Leaf  26.) 

10.  "Of  course,"  I  interrupted,  "only  the  members  of  the  Mennonite 

Church  are  taken;  it  is  a  sectarian  institution." 

11.  "Who  are  you?"  demanded  Piet.     "Where  do  you  come  from?" 


SENTENCE  AND  THEME  HI 

12.  ''My   invention  is  exhausted,  sir,"  said  the   counsellor;    "1  can 

remember  no  one  who  would  be  likely  to  know. ' ' 

13.  I  asked  one  prominent  Republicano,  ''What  can  America  do  that 

she  has  not  done!"  His  prompt  reply  was,  "Give  us  American 
citizenship."  When  I  asked  him  what  practical  reform  in  law, 
industry,  or  education  he  desired  to  follow  American  citizen- 
ship, he  suggested  nothing.     (See  general  comment  on  Leaf  26.) 

14.  None  of  the  essays  or  short  stories  having  come  up  to  the  required 

standard  in  the  Spingarn  competition  for  1910,  the  judges  at 
Columbia  University  yesterday  announced  that  the  prizes  in 
those  branches  would  be  withheld. 

11.  Mr.  Adams  was  not  only  president  of  the  Police  Board;  he  was 
president  also  of  the  ice  trust  that  supplied  brewers,  saloon- 
keepers, and  wine-room  men  with  ice. 

IG.  A  hysterical  woman  will  give  a  sharp  cry  when  merely  touche'd 
by  the  surgeon's  hands,  and  then  remain  quiescent  when  the 
knife  goes  in,  showing  again  that  the  suffering  is  not  physical, 
but  psychical. 

Leaf  32--Rule  18 

1.  Soft  coal  (the  scientific  name  is  "bituminous")  lights  easily  and 

burns  with  a  bright  flame. 

2.  As   long  as  this  decision   stands    (and  it   will    stand   until   it   is 

reversed  by  the  Supreme  Court)  it  will  prevent  the  saving  of 
any  merchant  vessels  that  may  be  captured  at  sea. 

3.  This  miserably  low  pay  of  twelve  dollars  a  month  (on  some  ships 

only  ten)  was  all  that  sailors  could  earn  in  the  old  whaling  days. 

4.  An  ocean  gale  that  raises  waves  twenty  feet  high  probably  dis- 

turbs the  sea  to  a  depth  of  a  mile  and  a  third. 

5.  Was  it  not  notorious  (we  were  told  and  led  to  believe  so)  that  one 

of  the  daughters  of  this  protestant   hero  was  being  bred  up 
with  no  religion  at  all? 
j6.  Faust  brought  copies  of  the  Mazarin  Bible    (so  called  from  the. 
discovery  of  one  in  the  library  of  Cardinal  Mazarin)   to  Paris 
and  sold  them  as  handmade  books. 

7.  J.  M.  Wright  (not  to  be  confused  with  the  previously  mentioned 

J.  L.  Wright)  was  elected  secretary  and  treasurer  of  the  cor- 
poration. 

8.  In  the  high  school  examinations  of  the  Board  of  Eegents  for  1907 

(the  latest  that  I  have  at  hand)  there  are  eighteen  questions. 

9.  I  proposed  to  my  traveling  companion   (a 'gentleman  with  whom 

I  had  made  casual  acquaintance  a  few  days  before)  that  we 
should  turn  aside  and  look  through  the  establishment. 

10.  A  compressed-air  locomotive  is  employed  by  a  sugar-mill  company 

in  Cuba  because  it  throws  off  no  dangerous  sparks  and  can  be 
run  much  more  economically  than  a  steam  locomotive. 

11.  The  men  were  Lieut.  William  Demmen  and  Privates  John  Perry 

and  Frederick  Koehler  (all  of  Company  No.  126)  and  Private 
John  W.  Henkel  of  Company  No.  108. 


112  PILOT  BOOK  FOR 

12.  The  distance  of  the  earth  from  the  sun  (about  93,000,000  miles) 

is  used  as  a  unit  for  measuring  the  inconceivable  distances  of 
the  fixed  stars. 

13.  The  task  which  the  American  south  polar  expedition  had  set  itself 

to  perform  was  much  harder  than  was  generally  recognized,  as 
no  one  had  ever  landed  in  the  place  where  the  exploring  party 
purposed  to  land. 

14.  The  chief  officer  of  the  ship-building  yard  (the  Commandant  he  is 

called  technically)  wants  very  much  to  lay  two  new  keels  this 
autumn. 

15.  He  at  once  moved  with  6000  men  (4000  of  them  Frenchmen  under 

Rochambeau)   from  the  Hudson  River  to  Chesapeake  Bay. 

16.  Mr.  Foster   (we  had  to  call  him  *'Mr. "  because  he  was  now  an 

officer)  had  never  taken  any  voyages  but  short  ones. 


Leaf  33 — Miscellaneous 

1.  The  chief  agent  for  distributing  the  money  was  John  F.  Klein,  who 

has  already  been  convicted  and  sent  to  jail. 

2.  **Look!'^    exclaimed    Claudia,   pointing   to    the   west,   where    the 

orange  rim  of  the  sun  was  just  disappearing  from  view.  *^I 
just  got  my  wish  in  time.  I — "  but  the  rest  of  her  sentence 
was  smothered  and  inaudible. 

3.  Once  for  instance,  to  our  extreme  wonder,  he  piped  up  to  a  dif- 

ferent air,  a  kind  of  country  love-song. 

4.  Otto  Sverdrup,  Danish  explorer,  arriving  here  today  on  the  steam- 

ship Oscar  II,  was  not  talkative. 

5.  All  in   the   presence-chamber  made   haste   to   arrange   themeslves 

according  to  their  proper  places  of  precedence,  the  King  and 
his  daughters  remaining  in  the  center  of  the  assembly. 

6.  We  are  today  the  first  wood-producing  country  in  the  world,  but 

it  is  doubtful  whether  we  can  hold  that  place  if  we  continue 
using  our  supplies  as  wastefully  and  carelessly  as  we  have 
done  in  the  past. 

7.  ''Thank  you,  Colonel,''  I  replied;  "1  will  consider  the  price.'' 

8.  The  more  I  thought  over  what  he  had  said,  the  less  I  felt  sure 

about  the  sum.  ''Maybe  it  wasn't  so  much,"  I  stammered. 
"Maybe  it  was  only  fifty.     How  should  I  know?" 

9.  I  have  been  told  by  ministers  of  both   persuasions  that   neither 

Maynooth,  the  Catholic  Clerical  College,  nor  Trinity  College, 
the  Anglican  Divinity  School,  provides  any  training  for  this 
branch  of  their  students'  future  work. 

10.  During   the   nineteenth   century   many   individual   employers   and 

corporations,  realizing  the  injustice  and  inequality  of  the  pres- 
ent system  of  wages,  tried  many  experiments  in  profit-sharing. 

11.  It   is   this    sort   of   thing   that   transformed   a  purely   speculative 

essay  at  celery-raising  into  an  industry  that  produced  125  car- 
loads of  the  finest  celery  in  the  world. 


SENTENCE  AND  THEME  113 

12.  She  then  told  her  brother  all  that  had  happened,  and  she  added, 

"They  won't  hold  the  place  for  him  many  days;  he  is  sure  to 
lose  the  chance  unless  he  applies  right  away.'' 

13.  The  wing  comprises  a  large  central  hall  surrounded  by  two  stories 

of  smaller  galleries,  making  in  all  twenty-five  exhibition  rooms. 

14.  "Come  along,"  says  the  Engineer;  "we'll  get  there  tomorrow." 

15.  Not  one  of  the  letters  that  he  wrote  contained  any  hint  that  he 

was  not  having  the  time  of  his  life. 

16.  "Now  something  is  going  to  break  loose  in  Paterson,"  said  Quin- 

lan.  "Paterson  is  a  dangerous  place  to  live  in  just  at  this 
time,  no  matter  in  what  direction  you  are  looking." 

17.  I'll  tell  you  something.    Don't  trust  that  man.    Do  you  think  he's 

generous?     He's  the  stingiest  horse-trader  in  this  county. 

Leaf  34— Rule  19 

1.  The  little  lamp  in  the  distant  house  was  still  faintly — only  very 

faintly — visible. 

2.  The  clock  in  the  library  struck  the  half  hour — half  past  one. 

3.  This  great  Y.  M.  C.  A.  leader's  favorite  books  are  the  biographies 

of  world-conquering  warriors — Alexander,  Caesar,  Charlemagne, 
Napoleon,  Wellington — whose  strategy  he  absorbs  for  guidance 
in  his  own  daring  campaigns. 

4.  While  Miriam  walked  the  hallways  of  the  tenement  or  the  side- 

walk in  front  of  it,  thinking  only  of  her  duty  of  minding  the 
twins,  Israel  and  Isadore — who  were  both  called  "Izzy"  for 
short — her  brother  ranged  far  and  wide  amid  all  the  perils  of 
the  street. 

5.  The   money — only   eight   dollars  and  ninety-five   cents — went   for 

fuel  and  food,  but  mainly  for  food. 

6.  The  chief  regions  for  oyster-raising — for  oysters  are  "planted" 

in  "beds"  and  take^i  care  of  somewhat  like  vegetables — are 
in  Long  Island  Sound  and  in  Chesapeake  Bay. 

7.  The  occupation  of  Gorizia  has  been  followed  by  advances  in  two 

directions — northward  against  Tolmino  and  eastward  on  the 
great  Carso  Plateau. 

8.  Heath  cliff  stayed  to  speak  to  him,  and  I  entered  the  old  kitchen, 

a  dingy,  untidy  hole. 

9.  A  long  piece   of   rope — top-gallant-studding-sail   halyards  or   some- 

thing of  that  kind — is  taken  up  to  the  mast-head  and  rove  through 
a  block — a  "gout-line"  the  sailors  call  it. 

iO.  It  is  only  on  Sundays  that  these  lumber-jacks  get  time  for  read- 
ing or — which  is  of  more  importance  for  them — for  washing  and 
mending  their  clothes. 

11-  We  are  coming  to  the  same  conclusion  that  has  been  reached  on 
the  same  subject  in  Europe — namely,  that  Mr.  Blank  has  fatally 
injured  himself. 

12.  Suppose  as  a  first  instance  of  the  deadly  parallel  columns — the 
Bureau  at  Washington  never  gives  but  one  column — we  take 
some  great  event  still  fresh  in  the  minds  of  all. 


114 


PILOT  BOOK  FOR 


13.  In   vaudeville — and  that's  the  only  place  you  can  use  a  one-act 

play — they  want  humor. 

14.  It  was  about  half  past  one — three  bells  in  the  sea  phrase — that 

two  boats  went  ashore  from  the  Hispaniola. 

15.  He  reported,   counting   on  his  fingers,   that   eight   men  had  been 

encamped  there  not  long  before — Bisonette,  Dorion,  Antoine, 
Eichardson,  and  four  others  whose  names  he  could  not  tell. 

16.  We  must  consider  whether  our  markets  may  not  be  besieged  by 

the  products  which  Europe  may  export  at  any  price — ^no  matter 
how  low — that  will  win  back  her  lost  trade. 

Leaf  35 — Miscellaneous 

1.  Digging  in   the   sand  which  had    drifted   into   the   Lutine's   hull 

proved  so  expensive  an  undertaking  that  Lloyd  decided  to 
carry  on  the  work  by  mechanical  means. 

2.  Hand  in  hand,  with  pleased,  expectant  smiles,  they  stood  in  the 

doorway,  peering  in  as  the  daughter  entered. 

3.  Local  option  ought  to  be  applied  to  cities  as  well  as  to  towns  and 

rural  regions. 

4.  The  steward  "was  trying  to  force  some  liquor  down  his  throat. 

5.  Ever  since  1891  there  has  been  an  agitation  for  the  transfer   of 

the  control  of  the  water  rights  from  the  cantons  to  the  Federal 
Government. 

6.  Marguerite  had  been  working  for  him  since  she  was  eleven  and 

giving  up  her  every  penny  to  buy  insufficient  mites  of  coal  and 
food — just  enough  to  keep  them  alive,  and  no  more.  (A  comma 
would  have  to  be  accepted  in  place  of  the  dash  in  this  sentence 
and  in  13,  but  the  dashes  are  much  to  be  preferred.) 

7.  **What  is  your  idea?"   asked   French   after  a  moment.     *'You 

heard,  I  presume,  from  Captain  Boyson  that  my  wife  and  I 
,    were  extremely  anxious  about  Roger's  ways  and  habits." 

8.  Did  it  ever  occur  to  those  scientists,  what  percentage  of  tuber- 

culosis germs  are  carried  in  the  smoke  which  issues  from  the 
mouths  and  lungs  of  diseased  persons  while  walking  the  streets? 

9.  I've  traveled  thousands  of  miles,  begged  money  to  save  it,  have 

failed,  and  come  back  in  despair. 

10.  His   majesty's    heels   are   lower  by  a  drurr   (about  the  fourteenth 

part  of  an  inch)  than  those  of  any  man  in  his  court. 

11.  *' These  ideas,"  I  replied,  ** sound  well,  and  yet  it  would  be  eas3'' 

at  this  moment  to  point  out  a  man" — here  I  fixed  my  eyes 
steadily  upon  him — ''whose  head  and  heart  form  a  most  de- 
testable contrast." 

12.  An  ear-splitting  scream  terminating  in  a  mournful  quaver  came 

from  a  thicket  on  his  left. 

13.  There  is  seldom  a  day  when  some  guest — often  a  tired  or  lonely 

or  troubled  one — is  not  seated  at  her  table.  (See  comment  on  6 
above.) 

14.  On  the  othgr  hand,  the  general  public  is  more  than  usually  inter- 

ested in  the  coming  election. 


SENTENCE  AND  THEME  115 

15.  ''Poor  fellow!  we'll  get  him!  we'll  find  him  dead  or  alive!"  half 

a  dozen  men  shouted,  scrambling  up  the  snowy  bank  and  hurry- 
ing with  their  shovels  to  the  rear  of  the  cabin.  (Dead  or  alive  is 
probably  equivalent  to  a  non-restrictive  clause — ' '  whether  he  is 
dead  or  alive ; ' '  hence  a  comma  would  be  in  order.  But  dead  or 
alive  may  be  an  objective  predicate,  with  which  no  comma  should 
be  used.  The  teacher  should  not  raise  such  discussions  unless 
there  is  time  to  spare.) 

16.  Well,  to  make  a  long  story  short,  we  got  a  few  hands  on  board. 

17.  Why  some  men   and  women  will   submit  to  torture   rather  than 

take  a  dose  of  chloroform  or  ether  is  an  interesting  problem 
for  the  psychologist,  but  such  people  do  exist. 

18.  The  Balkan  people  fought   as  we  should  fight  if  a  Japanese  in- 

vasion had  reached  Chicago.  Then  we  should  forget  politics, 
the  money-trust,  and  the  turkey-trot;  every  able-bodied  man 
would  want  a  place  on  the  firing-line,  and  he  would  not  worry 
about  catching  his  death  of  cold  if  his  feet  got  wet  on  the 
march.  (A  period  after  Chicago  is  better,  because  a  semicolon 
would  give  the  appearance  of  three  similar  item^.) 

Leaf  36— Rule  20 

1.  But  this  liberty— what  of  that? 

2.  He  made  them  all — the  beasts  of  the  field  and  the  fowls  of  the 

air  and  the  fish  of  the  sea. 

3.  I  have  studied  the  price  men  pay  for  success — the  loss  of  health 

or  of  character  or  of  reputation. 

4.  Its  character  and  the  size  of  the  cast — no  fewer  than  thirty  per- 

sons being  named  on  the  bill — are  such  that  it  is  not  conceiv- 
able that  an  American  manager  would  present  the  play  to  make 
money. 

5.  After  I  had  found  a  place  that  I  thought  just  suited  me  I  g6t  off — 

I  mean  Sandy  helped  me  off. 

6.  Newspapers  and  priests,  peeresses  and  village  associations,  shop- 

keepers and  farm  laborers — all  are  working  to  regenerate 
Ireland. 

7.  There  is  another  profession,  however,  in  which  the  demand   ex- 

ceeds the  supply — namely,  farming. 

8.  They  had  traveled  north  for  days — the  Investor,  the  Engineer,  and 

the  Stranger. 

9.  Forty  cabins  indicated  that  the  settler  had  brought  from  Virginia 

about  one  hundred  slaves — men,  women,  and  children. 

10.  If  a  fielder  catches  it  before  it  reaches  the  ground,  the  batter  is 

out — that  is,  retires  from  the  bat. 

11.  He  had  been  there  now  for  a  month  without  making  any  move 

to  return  home — not  that  home  was  ever  out  of  his  mind,  but 
that  he  was  lazy. 

12.  The  reservoir  will  contain  one  hundred  and  fifteen  billion  cubic 

feet  of  water — enough  to  cover  the  entire  state  of  Delaware  to 
a  depth  of  two  feet. 


llg  PILOT  BOOK  FOR 

13.  In  this  ease — forgive  me  if  I  put   it  once  more  as  it  appears  to 

me — they  have  been  used  to  strike  at  an  Englishman. 

14.  Yes,  yes,  I  know.    I  see  you  are  a  crank — I  mean  an  enthusiast. 

15.  Now,  dear — I  mean  Reggie — don't  lose  your  temper. 

16.  At  this  writing  exchange  on  Berlin  is  quoted  at    761/2 — that   is, 

you  will  have  to  pay  only  76 1^  cents  for  four  marks. 

17.  Those   twelve   hours  had  been   hours    calculated  to   carry   a  man 

with  an  uncertain  temper  and  little  sense  of  humor — and  such 
the  captain  was — a  long  distance  toward  dementia. 

18.  Green — let  me  consider — yes,  green  becomes  my  complexion  best. 

19.  A  man  like  that  has  a  quality — a  polish  I  suppose  it  is  really — 

that  is  quite  irresistible. 

20.  The  result  is  that  schedule  K — this  piece  of  legislation  fearfully 

and  wonderfully  made — actually  makes  the  people  of  the  coun- 
try pay  a  tax  on  dirt. 

21.  It  takes  most  human  beings  from  three  to  five  generations  to  get 

within  speaking  distance  of  the  circle  this  man  raised  himself 
to  in  a  short  lifetime. 

Leaf  37 — Miscellaneous 

1.  Left  to  himself,  he  leaned  back  in  the  corner  of  the  stone  bench, 

studying  the  bronze. 

2.  ''Yesterday  I  would  have  killed  a  man  for  less,'*  he  said  thickly, 

''but  now — well   I  guess  it's  coming  to  me.'* 

3.  So  often  had  he  lived  over  the  scene  that  he  had   only  to  shut 

his  eyes  to  imagine  himself  once  more  behind  the  breast-works 
of  Cemetery  Ridge. 

4.  A  moment  after  she  exclaimed,  looking  on  the  pennon,  "I  know 

the  cloven  heart  which  it  displays;  it  is  the  banner  of  a  noble 
Burgundian;  to  him  I  surrender  myself." 

5.  No  .man  can  vault  sixteen  feet,  however  muscular  he  may  be. 

6.  He  may  be  a  sensible  fellow,  possibly,  in  spite  of  being  unable  to 

understand  geometry. 

7.  We  do  not  believe — how  can  any  one  be  so  foolish  1 — that  the  man 

actually  climbed  Mt.  McKinley. 

8.  "I — I   can't  pay  for  it,"  stammered  the  little  fellow  with  the 

same  painful  blush. 

9.  These  three  universities — Cornell,  Pennsylvania,  and  Columbia — 

will  have  a  regatta  at  Poughkeepsie. 

10.  "Peterkin,  my  dear  lieutenant,"  said  his  commander,  "this  has 

been   a   glorious    day — night  I   should   say.     I  trust   thou    art 
pleased  for  once." 

11.  It   seemed   so   much   like  the   Biblical  pictures   of  my   childhood 

that  my  mind  kept  expecting  Pharaoh's  daughter  to  appear  in 
the  clump  of  feathery  bulrushes. 

12.  On  the  southwest — aye,  there's  the  rub — his  dominions  reach  the 

eastern  shores  of  the  Persian  Gulf. 

13.  Approximately  one  thousand  farms  on  Government  projects,  vary- 

ing from  forty  to  eighty  acres  each,  are  now  ready  for  settlers 


SENTENCE  AND  THEME  jj^y 

14.  They  came  to  me  and  say,  "We  will  chew  the  rock  out  of  this 

hill  here  and  chuck  it  into  this  Muskeg  here  for  so  many  cents 
a  cubic  yard."  I  say,  "Very  well;  get  busy.^'  And  do  they? 
Why,  my  dear  old  chappie,  ten  station  men  will  take  out  more 
rock  in  a  month  than  twenty  men — yes,  sometimes  more  than 
thirty  men — working  for  wages. 

15.  Between  Silver  and  myself  we  got  together  in  a  few  days  a  com- 

pany of  the  toughest  old  salts  imaginable — not  pretty  to  look 
at,  but  fellows  of  the  most  indomitable  spirit. 

16.  "Then   what   will   we   care   for   England?"    demanded   a   village 

orator.  "What  will  we  care  what  she  says?  By  the  powers,'* 
he  boasted  largely,  "we'll  not  know  a  word  she's  saying  to 
us." 

17.  Klein's   story  is  a  revelation   of  the   cheapness   with    which   the 

honesty  of  members  of  Councils  was  purchased, 

18.  Last  summer  we  were  traveling  in   the  mountains   of — but   why 

should  I  tell  you  the  name? 

19.  You  had  better  choose  number  nine;  some  one  else  has  an  option 

on  number  ten. 


For  T'enth  Tear  English 

Tlhieme-Eiuiildliinig 

By  C.  H.  WARD,  M.  A. 

Taft   School,   Watertown,   Conn. 

A  well-laid  foundation  In  the 
Ninth  Year  with  Sentence  and 
Theme  prepares  for  straight- 
away work  In  English  Composi- 
tion in  the  Tenth  Year — English 
which  will  develop  a  feeling  for 
the  language,  thus  promoting 
strength  and  facility  of  expres- 
sion, oral  and  written. 

Such  a  book  Is  THEME- 
BUILDING.  Particularly  rich 
In  illustrative  material.  Writ- 
ten from  the  standpoint  of  the 
needs  of  the  student — its  every 
phase  promotes 

STEADY  PROGRESS 
from    Point    to     Point 

SCOTT,  FORESMAN  &  COMPANY 

Publishers  of   the  LAKE  Series 
CHICAGO  NEW    YORK 


RETUR 
TO 


LOAN  PERIOD  1 

2 

3 

4 

5 

6 

ALL  BOOKS  AAAY  BE  RECALLED  AFTER  7  DAYS 

i'ZTf^^lT"'''  "*^  *^  ''►'^w^d  bv  calHnc  642-3405 


tc  .n..^i  '""  ^"^  '^  ''^'^  Cirrufaflon  Desk 


DUE  AS  STAMPED  BELOW 

INTERLlBRARY  LUAi 

1 

JUL     5 1985 

UNIV.  OF  CALIF..  BFJ 

?K, 

UNIVERSITY  OF  CALIFORNIA,  BERKELEY 
FORM  NO.  DD6,  60m,  1/83  BERKELEY,  CA  94720 


Makers 
Syracuse,  N.  Y 

PAT.  JAM.  21, 1938 


YB  365P2 


462225 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


I 


